Do I Belong Yet? The Relationship Between Special Education, In-School Suspension, Belonging, and Engagement

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-09-17 DOI:10.1177/07419325241277884

Mary C. Cunningham, Logan McDermott, Rebecca A. Cruz

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Abstract

Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension, school belonging, and school engagement. In line with past research, we found that students who received special education services were at a higher risk of in-school suspension than their general education peers. Students with higher levels of school engagement were at a lower risk of receiving in-school suspension, regardless of special education services. However, higher levels of school belonging were associated with more suspensions for those receiving special education, while the inverse was true for nonspecial education students. Additional research is needed to understand this unique relationship and its implications for discipline and the school experiences of students with dis/abilities.

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我有归属感吗？特殊教育、校内停学、归属感和参与之间的关系

与非残疾学生相比，接受特殊教育服务的学生受到排斥性纪律处分的比例过高。他们还报告说，他们在学校的联系和参与感较弱，这与排斥性纪律经历有关。利用高中纵向研究（2009 年）的数据，我们研究了特殊教育、校内停学、学校归属感和学校参与度之间的关系。与过去的研究一致，我们发现接受特殊教育服务的学生比接受普通教育的学生面临更高的校内停学风险。学校参与度较高的学生，无论是否接受特殊教育服务，校内停学的风险都较低。然而，对于接受特殊教育的学生来说，学校归属感越高，停学的风险越大，而对于非特殊教育学生来说，情况正好相反。要了解这种独特的关系及其对纪律和残疾/残障学生在校经历的影响，还需要更多的研究。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.