The Simultaneous Effects of Sociocultural Variables and WISC-R Factors on MR,LD,and Non Placement of Ethnic Minorities in Special Education

Abstract

Three hundred students referred for consideration of special education placement and found to be either Learning Disabled, Mentally Retarded, or Not Eligible were examined in an effort to determine the differential contribution of sociocultural variables on special education eligibility decisions when examined within the context of WISC-R factors. Analyses were conducted using WISC-R factors (Verbal Comprehension, Perceptual Organization, Freedom from Distractibility) and sociocultural variables including Socioeco-nomic Status, Ethnicity, Family Size, and Father Absence. Results indicated that Ethnicity made differential significant contributions to the prediction of both the Mentally Retarded and Not Eligible groups when WISC-R factors were adjusted for. SES accounted for a significant amount of the variance in MR eligibility with the exception of when Verbal Comprehension was adjusted for independently. Father absence and family size were not significant predictors for either group. When the WISC-R factors were adjusted for independently and in combination, no sociocultural variables made significant contributions to LD eligi-bility.