Anderson, K. P. (2020). The relationship between inclusion, absenteeism, and disciplinary outcomes for students with disabilities. Educational Evaluation and Policy Analysis, 43(1), 32–59. https://doi.org/10.3102/0162373720968558

University of Notre Dame

Absenteeism and exclusionary discipline are correlated with lower academic achievement and an overrepresentation of people with disability in the juvenile justice system. Students with disabilities experience higher rates of chronic absenteeism and exclusionary practices due to many factors including community factors, social disengagement, and a lack of proper educational accommodations. Notably, behavioral factors are not only drivers of the SWD-GEN discipline gap.

Anderson's Study Regarding Absenteeism and Exclusionary Practices for Students with Disabilities

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

- Disciplinary outcomes and absenteeism differed depending on the students’ disabilities.
- Students had better attendance given a more inclusive school environment. 
- Less attendance is also correlated among students who spend less time in the general classroom setting (while the attendance is negligible when the total time for all students in the classroom setting is changed).
- The move to a more inclusive setting doesn’t necessary decrease the likelihood of exclusionary discipline toward students.

Results of the Anderson's Study Regarding Absenteeism and Exclusionary Practices for Students with Disabilities

Anderson's paper aims to examine how the educational setting influences the incidence of absenteeism and disciplinary outcomes on students with disabilities.

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