Factors associated with proportionality of representation of children of color in early childhood special education in Illinois

Abstract

Globally, early childhood education is seen as a right for children and yet, while several nations have instituted universal early childhood education policies to ensure that all children have access to it, the United States faces several challenges. In addition to lacking a universal federal mandate for early childhood education, the United States’ implementation of its current educational policy surrounding early childhood (IDEA) may be inappropriate. Research indicates that children of color are often over-represented or under-represented in special education, including in early childhood settings. Research has yet to focus more specifically on exploring how far removed children of color are from proportionate representation in special education in their schools and which factors are associated with more proportionate representation of children of color in special education. The current study investigated early childhood centers in Illinois and found that the diversity of a school’s student body, the diversity of the district’s teaching staff, the educational attainment of the district’s teaching staff, and the geographical location are all associated with the proportionality of representation of children of color in special education in early childhood. Implications for administrators and future research directions are discussed.