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Elementary School Placements of African American Students Who Are Profoundly Deaf

^* To whom correspondence should be addressed. E-mail: cpw043{at}mail.harvard.edu.

	Abstract

Data from the third wave (2003–2004) of the Special Education Elementary Longitudinal Study are used to generate nationally representative estimates of current school and classroom placements of elementary school–aged students who are African American and profoundly deaf. These students are found to have less access to regular schools and less access to typical classroom placements within schools than their White peers.

First published on March 19, 2009, doi:10.1177/1044207309332795

Journal of Disability Policy Studies 2009;20:155.

A more recent version of this article appeared on December 1, 2009


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