The Relationship Between Inclusion, Absenteeism, and Disciplinary Outcomes for Students With Disabilities

Anderson, Kaitlin P.

doi:10.3102/0162373720968558

Cited by 10 publications

(7 citation statements)

References 68 publications

(92 reference statements)

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“…Students with disabilities experience exclusionary discipline at almost three times the rate of students without disabilities (Hurwitz et al, 2021) despite the provision of manifestation determination reviews (MDRs) for students with disabilities under Individuals with Disabilities Education Act (IDEA). This finding of an increased rate of exclusionary discipline experienced by students with disabilities has been echoed in the literature (e.g., Anderson, 2021;Green et al, 2019;Ryan & Goodram, 2013;Skiba et al, 2014;. These increased rates of exclusionary discipline appear to impact students with emotional and behavioral disorders more so than other disability categories (e.g., Blackwell et al, 2019;Bowman-Perrott et al, 2013;.…”

Section: Research-article2023mentioning

confidence: 84%

Expelled Students in Need of Special Education Services Using Bayes’ Theorem: Implications for the Social Maladjustment Clause?

Barnard‐Brak

Stevens

Kearley

2023

Behavioral Disorders

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The purpose of the current study was to determine the probability that a student with a disability not being served by Individuals with Disabilities Education Act (IDEA) would be expelled. Expulsion data were obtained from the Civil Rights Data Collection produced by the U.S. Office of Civil Rights. The latest data from all 50 states and the District of Columbia for the 2017 to 2018 school year were analyzed. Bayes’ Theorem was used to determine this probability based upon existing probabilities and conditional probabilities. Analyses were also conducted by state and ethnicity. Results indicated that 1 in 14 of expelled students is likely to have an unserved disability under IDEA but variability according to race/ethnicity nationwide and by state was observed. Students who were White were the least likely to be an unserved student with a disability under IDEA among those expelled. The findings encourage investigation into the intersection of variables, especially the importance of including disability status and ethnicity when explaining disparate and punitive discipline. Practitioners, especially school psychologists, work at this intersection and can influence both special education identification and discipline practices.

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Section: Research-article2023mentioning

confidence: 84%

Expelled Students in Need of Special Education Services Using Bayes’ Theorem: Implications for the Social Maladjustment Clause?

Barnard‐Brak

Stevens

Kearley

2023

Behavioral Disorders

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“…A study from the United States analyzing school absence data for special education students (K. P. Anderson, 2021) reported that 19% of children on the autism spectrum were missing at least 10% of school days/year, compared to 14% of students in general education.…”

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Recent population-based studies on neurodevelopmental conditions suggest elevated levels of school absenteeism in autistic children compared with their peers in the United States and the United Kingdom ( K. P. Anderson, 2021 ; John et al, 2022 ). Still, no comprehensive overview of the accumulated research on school absenteeism and autism is currently available to guide upcoming research initiatives.…”

Section: Introductionmentioning

confidence: 99%

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School absenteeism in autistic children and adolescents: A scoping review

Nordin,

Palmgren,

Lindbladh

et al. 2023

Autism

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School absenteeism is a major societal problem, with a range of potential adverse long-term consequences. This scoping review aimed to provide a comprehensive overview of the research on school absenteeism in autistic children and adolescents, expose important gaps in the literature, and explore possibilities for future systematic reviews. Five relevant databases were searched systematically from inception to June 2023, yielding a total of 46 eligible reports from 42 separate studies. All studies were conducted in high-income countries, and most were published in the last decade. Three major themes emerged: occurrence, contextual factors, and interventions. The results of large-scale population-based studies clearly suggested that autistic children and adolescents were absent from school more often than their non-autistic peers, which partly was attributable to co-occurring conditions. Bullying also emerged as a potential risk factor. Only a few preliminary studies were available on targeted interventions, emphasizing the need for more robust studies. More research is also needed on the mechanisms leading to and maintaining school absenteeism in this group of learners. Overall, the diversity of research questions, methods, and definitions used in this body of research suggests that systematic reviews with narrow focus on a few key questions may still be premature. Lay abstract Autistic children and teenagers are, on average, absent from school more than their peers. The aim of this review was to provide an overview of the research on absence from school in autistic learners in primary and secondary school, to help guide future research. We sifted through 4632 reports and found 42 studies with a focus on school absence and autism. We looked at how, when, and where the studies were conducted. We also summarized the results and outlined how absence was measured in the studies. Absence from school may lead to problems later in life, like incomplete education and unemployment. It is therefore important to know how common this problem is among autistic learners, what the reasons may be, and what type of support they need. The studies were from high-income countries and were mainly published in the last 10 years. Studies based on school registers from the United States and the United Kingdom clearly showed that children and teenagers with autism had higher risk of school absence than those without autism. Absence was often linked to problems with mental health or additional neurodevelopmental conditions. Several studies also showed that absence in autistic children and adolescents was related to problems in school, like bullying or lack of knowledge about autism. Support programs were only evaluated in a few studies with a small number of study participants. We conclude that more research is needed to better understand why autistic learners are absent and what they need to thrive in school.

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“…In recent years, many school districts and states have sought to reduce exclusionary discipline such as out-of-school suspension (OSS) and expulsion due to growing awareness of the academic and life consequences of excluding students from school (e.g., Anderson, Ritter, & Zamarro, 2019; Bacher-Hicks et al, 2019; Chu & Ready, 2018; Davison et al, 2021; Fabelo et al, 2011; Nicholson-Crotty et al, 2009; Wolf & Kupchik, 2017), as well as concern about disproportionalities in exclusionary discipline by race and disability status (e.g., Anderson, 2021; Anderson & Ritter, 2017; Liu et al, 2021; Losen et al, 2015; Shi & Zhu, 2021; Skiba et al, 2011; Skiba et al, 2014; Sullivan et al, 2013; Vincent et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Local Implementation of State-Level Discipline Policy: Administrator Perspectives and Contextual Factors Associated With Compliance

Anderson

McKenzie

2022

AERA Open

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Many states and school districts are implementing reforms to reduce reliance on exclusionary discipline such as out-of-school suspension and expulsion. This article uses survey and administrative data to study the implementation of a state-level policy limiting elementary school out-of-school suspension and expulsions. While the results are limited in sample size and generalizability, we find that survey respondents from relatively disadvantaged schools reported greater difficulties and challenges with implementation and tended to comply at lower rates. Policy makers seeking more equitable implementation of these types of reforms should work with schools to better understand and attend to local preferences, buy-in, and capacity for implementation.

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The Relationship Between Inclusion, Absenteeism, and Disciplinary Outcomes for Students With Disabilities

Cited by 10 publications

References 68 publications

Expelled Students in Need of Special Education Services Using Bayes’ Theorem: Implications for the Social Maladjustment Clause?

Expelled Students in Need of Special Education Services Using Bayes’ Theorem: Implications for the Social Maladjustment Clause?

School absenteeism in autistic children and adolescents: A scoping review

Local Implementation of State-Level Discipline Policy: Administrator Perspectives and Contextual Factors Associated With Compliance

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