I’ve always wondered if baby rappers would be more common if the parents were more educated.
A new report by the National Academy of Sciences has revealed that parents of babies younger than one month are far more likely to hear about special education in the context of special education, and that’s a surprising finding.
Anecdotally, it seems like parents with higher-education levels may have a more favorable opinion of special ed than parents with lower-education level parents.
But this isn’t necessarily the case.
According to the study, parents with high school diplomas are more likely than parents without high school degrees to believe that special education is important for special needs children.
Parents who earned an associate’s degree were also more likely that the child should receive special education.
But, the study found, there were no significant differences between parents with and without a college degree.
Parents with no college degree or who did not attend a public or private school were more likely not to believe in the importance of special needs education.
The researchers found that parents with a high school diploma were also significantly more likely, by a factor of four, to believe the importance is not that important to children.
It’s not just that parents are more educated, either.
According the researchers, parents who earn associate’s degrees were also far more willing to admit that special needs is a necessary part of their child’s education.
That might sound strange, but the researchers found, that if parents with no associate’s diplomas did not have a high degree of education, their belief in the need for special education was not that different from their parents who had no college degrees.
“If we are going to understand the importance and the importance that special children get, then we have to understand where that comes from,” said Dr. David Katz, the lead author of the study.
“Parents of infants under one month have much higher probabilities of being in favor of requiring special education than parents of infants at this age, but there is no difference between parents of infant children and parents of adults.
There is no indication that parents who have high school educations have lower probability of being able to support their children’s needs.”
Katz and his co-author, Dr. Daniel Fagan, an associate professor of pediatrics and health services at Emory University, also found that there was a relationship between parent education and the parents’ willingness to provide special education for their child.
“As the parent’s educational level increases, the likelihood that they are going in the direction that we expected increases,” said Katz.
Katz and Fagan were able to track parents’ educational attainment through their childrens birth certificates, which they were able do through a variety of sources, including the Centers for Disease Control and Prevention’s National Vital Statistics Reports, the National Center for Education Statistics, the Bureau of Labor Statistics, and the Bureau for Economic Research.
The study found that the parents with the highest education levels were more than three times as likely as parents with low education levels to have attended a public school, and almost three times more likely when they attended a private school.
The report concluded that parents in high-school diplomas were more willing than those with associate’s and bachelor’s degrees to require special education education.
There are a few limitations to this study, Katz said.
Katz noted that, because the researchers did not examine the relationship between education level and parental attitudes about special needs, it is possible that higher education levels did not increase parents’ confidence in the child’s needs.
“I think it’s very possible that a lot of the variation in parental attitudes between parents is the result of people’s own opinions about special-needs children,” Katz said, “and we don’t have data to test that.
If parents who do have high levels of education were less likely to be willing to support the needs of their children with special needs and less likely in general to be supportive of special-education instruction, I think this is an important finding that should be examined further.”
