Limited access to special education services for school-aged children with developmental delay

Publication date: January 2018
Source:Research in Developmental Disabilities, Volume 72
Author(s): Erica Twardzik, Ellen Smit, Bridget Hatfield, Michelle C. Odden, Alicia Dixon-Ibarra, Megan MacDonald
BackgroundCurrent policy in Oregon limits eligibility of children diagnosed with developmental delay for school-based services. Due to eligibility definitions, children with developmental delay may face additional barriers transitioning from early intervention/early childhood special education into school-based special education services.AimsExamine the relationship between enrollment in school-based special education programs given a change in primary disability diagnosis.MethodsLogistic regression models were fit for children who enrolled in early intervention/early childhood special education services with a primary disability diagnosis of developmental delay and changed primary disability diagnosis before third grade (n=5076).ResultsOdds of enrollment in future special education were greater in children with a change in primary disability diagnosis after the age of five in comparison to children that had a change in primary disability diagnosis before the age of five, while adjusting for demographic characteristics (adjusted odds ratio: 2.37, 95% CI 1.92, 2.92).ConclusionResults suggest that children who are diagnosed with a developmental delay and exit early childhood special education due to maximum age of eligibility are more likely to enroll in special education compared to children without a gap in service access.ImplicationsGaps in service access during early development are associated with the need for supportive services later on in life.



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