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Abstract
Children with developmental disabilities are at risk for secondary complications and
lower academic performance, which contributes to lower health and well-being and may
be ameliorated by access to special education services. This paper examines state
variability in preschool special education participation among a United States population-based
cohort with parent-reported developmental delays and disabilities. Analyses explore
the extent to which observed variability can be explained by state socio-economic
attributes and special education policy and funding. Rates of special education varied
significantly across states and were highest in states with least income inequality
and lowest in states with most income inequality. Place variation in preschool special
education participation stems, in part, from child characteristics, but to a larger
extent, from state socio-economic attributes.