Seminal Research
Level 1: Incidence & Impact
Sullivan, P.M., & Knutson, J.F. (2000). Maltreatment and disabilities: A population-based epidemiological study. Child Abuse & Neglect, 24(10), 1257-1273.
ABSTRACT
Objectives: To assess the prevalence of abuse and neglect among a population of children identified as a function of an existing disability, relate specific types of disabilities to specific types of abuse, and to determine the effect of abuse and neglect on academic achievement and attendance rates for children with and without disabilities. Method: An electronic merger of school records with Central Registry, Foster Care Review Board, and police databases was followed by a detailed record review of the circumstances of maltreatment. Results: Analyses of the circumstances of maltreatment and the presence of disabilities established a 9% prevalence rate of maltreatment for nondisabled children and a 31% prevalence rate for the disabled children. Thus, the study established a significant association between the presence of an educationally relevant disability and maltreatment. Conclusions: Children with disabilities are 3.4 times more likely to be maltreated than nondisabled peers. School professionals need to be cognizant of the high base rate of maltreatment among the children they serve. Disability status needs to be considered in national incidence studies of maltreatment.
Level 2: Observation & Reporting
Miller, D., & Santos R.M. (2020). The Characteristics Among Maltreatment, Special Education Service Delivery, and Personnel Preparation. The Journal of Special Education,53(4), 216-225
ABSTRACT
Children are experiencing abuse and neglect at alarming rates, and reported cases of maltreatment are increasing every year. Furthermore, children are 4 times more likely to receive special education services if they have experienced abuse and neglect. Multiple calls for action to better support children with special needs who have experienced maltreatment have been developed; however, we must understand what the research says related to the preparation of special education providers to carry out these recommendations. In this literature review, we focused on three areas related to maltreatment: (a) reported and assessed knowledge base of school-based professionals, (b) attitudes and training beliefs of school-based professionals, and (c) access to training opportunities. The findings suggest practitioners feel unprepared, there are limited and insufficient opportunities for preparation, and researchers need to consider different methodology when studying this topic. Practice and research implications are discussed.