TY - JOUR
T1 - Preschool Suspension and Expulsion for Young Children With Disabilities
AU - Zeng, Songtian
AU - Pereira, Brittany
AU - Larson, Anne
AU - Corr, Catherine P.
AU - O’Grady, Courtney
AU - Stone-MacDonald, Angi
N1 - Publisher Copyright:
© The Author(s) 2020.
PY - 2020/9/3
Y1 - 2020/9/3
N2 - 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.
AB - 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.
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U2 - 10.1177/0014402920949832
DO - 10.1177/0014402920949832
M3 - Article
AN - SCOPUS:85090186072
SN - 0014-4029
VL - 87
SP - 199
EP - 216
JO - Exceptional children
JF - Exceptional children
IS - 2
ER -