Preschool Suspension and Expulsion for Young Children with Disabilities

Autor/inn/en	Zeng, Songtian; Pereira, Brittany; Larson, Anne; Corr, Catherine P.; O'Grady, Courtney; Stone-MacDonald, Angi
Titel	Preschool Suspension and Expulsion for Young Children with Disabilities
Quelle	In: Exceptional Children, 87 (2021) 2, S.199-216 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402920949832
Schlagwörter	Preschool Children; Suspension; Expulsion; Students with Disabilities; Predictor Variables; Attention Deficit Hyperactivity Disorder; Attention Deficit Disorders; Student Behavior + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausschluss; Schulausschluss; Relegation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Prädiktor; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Student behaviour; Schülerverhalten
Abstract	Despite their negative effect, preschool suspension and expulsion are prevalent. Researchers have explored adverse childhood experiences and teachers' racial bias that link to disproportionate suspension and expulsion in preschools, but little research has investigated disability status as a risk factor. This study investigates the extent to which preschool children with disabilities are related to exclusionary practices. We used weighted logistic regression to analyze data from the 2016 National Survey of Children's Health. Results indicated that 5.4% of young children with disabilities had been either suspended or expelled, compared to 1.2% of children without disabilities. Accounting for child- and family-level covariates, disability status was not a strong indicator of preschool suspension or expulsion. Instead, young children with attention deficit disorder or attention deficit hyperactivity disorder or reported behavioral or conduct problems were much more likely to experience exclusionary practices. Implications for prevention and response efforts to address challenging behavior and promote inclusive practices in preschool settings for all children are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01