Sociodemographic Disparities in Educational Services in Children who are Deaf or Hard of Hearing

Abstract

AbstractObjectiveExamine the association between sociodemographic factors and Individualized Education Program (IEP) establishment.DesignRetrospective cohort study.SettingTertiary referral center.MethodsParticipants included deaf or hard‐of‐hearing children who were eligible for an IEP with “deafness” or “hard of hearing” as a primary or secondary disability. Primary outcome measures were time intervals between initial referral for services and parental consent; parental consent to determination of eligibility; and initial referral to eligibility (the sum of the previous 2 intervals). Student's t tests and linear regression were used to examine the association between sociodemographic factors and the primary outcome variables.ResultsOf the 88 participants, 51 (58%) were male, 45 (51%) were from underrepresented minority (URM) groups, 35 (40%) spoke a primary language other than English, and 53 (60%) utilized public insurance. IEP establishment was significantly delayed in participants who required an English‐language interpreter. Most of the delay occurred in the time between the initial referral and parental consent (mean: 115 vs 37 days, P = .02). There were also significant delays from the time of referral for services to eligibility in URM participants (mean: 159 vs 85 days, P = .04). Significant delays were also associated with Minority Status and Language within social vulnerability index percentile rankings.ConclusionThis study found that IEP establishment was delayed in both URM participants and those who required an English‐language interpreter. These results highlight the importance of clear communication between the school system and caregivers in the IEP establishment process, particularly with families who require an English‐language interpreter or identify as URM.