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Preschool Suspension and Expulsion for Young Children With Disabilities
Exceptional Children ( IF 4.091 ) Pub Date : 2020-09-03 , DOI: 10.1177/0014402920949832
Songtian Zeng 1 , Brittany Pereira 1 , Anne Larson 2 , Catherine P. Corr 3 , Courtney O’Grady 3 , Angi Stone-MacDonald 1
Affiliation  

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.

中文翻译:

残疾幼儿学前停学和开除

尽管有负面影响,学龄前停学和开除很普遍。研究人员探索了不良的童年经历和教师的种族偏见,这些偏见与幼儿园不成比例的停学和开除有关,但很少有研究将残疾状况作为风险因素进行调查。本研究调查了学龄前残疾儿童与排斥行为的相关程度。我们使用加权逻辑回归来分析 2016 年全国儿童健康调查的数据。结果表明,5.4% 的残疾幼儿被停学或开除,而非残疾儿童的这一比例为 1.2%。考虑到儿童和家庭层面的协变量,残疾状况并不是学龄前停学或开除的有力指标。反而,患有注意力缺陷障碍或注意力缺陷多动障碍或报告有行为或行为问题的幼儿更有可能经历排斥性做法。讨论了预防和应对努力的影响,以解决具有挑战性的行为并促进所有儿童在学前环境中的包容性做法。
更新日期:2020-09-03
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