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.

中文翻译：

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我属于吗？特殊教育、校内停课、归属感和参与度之间的关系


与非残疾同龄人相比，接受特殊教育服务的学生不成比例地受到排斥性纪律的对待。他们还表示感觉在学校的联系和参与度较低，这与排他性纪律经历有关。我们利用高中纵向研究（2009）的数据，研究了特殊教育、校内停课、学校归属感和学校参与度之间的关系。根据过去的研究，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。无论特殊教育服务如何，学校参与程度较高的学生接受校内停课的风险较低。然而，对于接受特殊教育的学生来说，学校归属感越高，停学的次数就越多，而对于非特殊教育的学生来说，情况恰恰相反。需要进行更多的研究来了解这种独特的关系及其对残疾学生的纪律和学校经历的影响。