Students with disabilities (SWDs) are more likely to be suspended or expelled than their general education peers and more likely to be chronically absent. This study uses 5 years of student-level data for all Michigan special education students to examine the relationship between educational setting, absenteeism, and disciplinary outcomes. Using within-student variation in an educational setting, I find that the degree of inclusion is associated with fewer disciplinary incidents and better attendance. However, the relationship between inclusion and disciplinary outcomes only exists for certain subgroups, and primarily for students who transitioned from more to less inclusive settings experiencing more disciplinary referrals and suspensions after these moves.

与普通教育同龄人相比，残疾学生（SWD）更有可能被停职或开除，并且长期缺席。这项研究使用了密西根州所有特殊教育学生的5年学生水平数据，研究了教育环境，旷工和纪律处分之间的关​​系。通过在教育环境中使用学生内部变异，我发现包容程度与较少的纪律事件和更好的出勤率相关。但是，包容性和学科结局之间的关系仅在某些亚组中存在，并且主要适用于在这些举动之后从更多包容性环境过渡到包容性较低，经历更多学科转介和停学的学生。