The Relationship between Inclusion, Absenteeism, and Disciplinary Outcomes for Students with Disabilities

Autor/in	Anderson, Kaitlin P.
Titel	The Relationship between Inclusion, Absenteeism, and Disciplinary Outcomes for Students with Disabilities
Quelle	In: Educational Evaluation and Policy Analysis, 43 (2021) 1, S.32-59 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Kaitlin P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373720968558
Schlagwörter	Students with Disabilities; Attendance; Discipline; Inclusion; Suspension; Expulsion; At Risk Students; Special Education; Correlation; Educational Environment; Educational Legislation; Federal Legislation; Equal Education; Student Needs; Student Behavior; Behavior Problems; Student Characteristics; Racial Differences; Ethnicity; Symptoms (Individual Disorders); Michigan + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Anwesenheit; Disziplin; Inklusion; Ausschluss; Schulausschluss; Relegation; Special needs education; Sonderpädagogik; Sonderschulwesen; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsrecht; Schulgesetz; Bundesrecht; Student behaviour; Schülerverhalten; Rassenunterschied; Ethnizität; Psychiatrische Symptomatik
Abstract	Students with disabilities (SWDs) are more likely to be suspended or expelled than their general education peers and more likely to be chronically absent. This study uses 5 years of student-level data for all Michigan special education students to examine the relationship between educational setting, absenteeism, and disciplinary outcomes. Using within-student variation in an educational setting, I find that the degree of inclusion is associated with fewer disciplinary incidents and better attendance. However, the relationship between inclusion and disciplinary outcomes only exists for certain subgroups, and primarily for students who transitioned from more to less inclusive settings experiencing more disciplinary referrals and suspensions after these moves. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01