This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education paraprofessionals were absent 12 days per year on average. Special educator absences were correlated with variables amenable to action by school leaders including special educator school density (i.e., ratio of special educators in full-time equivalents to total school enrollment) and special services concentration (i.e., ratio of special educators to special education paraprofessionals in full-time equivalents). Special education paraprofessional absences were not correlated with these variables. Implications for practice and suggestions for future research are discussed.

中文翻译：

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包容性学校中特殊教育人员的缺勤：对建立有效的服务提供模式的影响

本研究探讨了特殊教育人员缺勤与人口统计、政策和实践变量之间的关系，以确定可以增加获得合格人员和教学连续性的潜在行动。51 所包容性学校的调查结果表明，特殊教育工作者和特殊教育辅助专业人员平均每年缺勤 12 天。特殊教育者缺勤与学校领导可采取行动的变量相关，包括特殊教育者学校密度（即特殊教育者占全日制在校人数的比率）和特殊服务集中度（即特殊教育者与特殊教育辅助专业人员的比率）在全职等价物）。特殊教育辅助专业缺勤与这些变量无关。