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SPED 581DE: Research in Special Education Syllabus
Summer 2023

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Disproportionate Suspension Rates for Students in Special Education

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Disproportionate Suspension Rates for Students in Special Education

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Skiba et al. (2002) found that African American and Latino students with disabilities were more likely to be suspended compared to their White peers.

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Research suggests that many students in special education do not receive the necessary supports, which can exacerbate their behavioral and academic challenges (Sullivan & Bal, 2013). Whether the intervention be medical or academic, each are intended to aid a student to success.  When a student is met with success, or just given the opportunity to meet success, they have a less chance of having a behavior which could lead to a suspension.

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Impact of Lack of Supports on Suspension Rates

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Impact of Lack of Supports on Suspension Rates

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The lack of supports in special education can have a detrimental effect on students' academic and behavioral outcomes, contributing to an increased risk of suspension. Students who do not receive appropriate supports may struggle with meeting academic expectations, understanding classroom instructions, and managing their behavior. These difficulties can lead to frustration and disengagement, increasing the likelihood of disciplinary actions and suspensions (Sullivan & Artiles, 2011).

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Disproportionate suspension rates were consistently observed among students in special education, particularly among minority groups. The lack of necessary supports in special education was identified as a contributing factor to these suspension disparities. Students who lacked appropriate supports experienced challenges in academic performance, behavior management, and social-emotional well-being, increasing the likelihood of suspensions.

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Inclusive educational environments that provide comprehensive supports tailored to individual student needs can help address behavioral challenges and promote positive academic and social outcomes. This highlights the importance of policy changes and the allocation of resources to ensure adequate support services are available to students in special education.

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Disproportionate suspension rates persist among students in special education, particularly affecting marginalized groups. The findings underscore the need for comprehensive support services, including individualized education plans, counseling, and assistive technology, to create inclusive learning environments. Policy recommendations include increasing funding for special education, providing professional development for educators, and implementing restorative justice practices.

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Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment. Urban Review, 34(4), 317-342.

Sullivan, A. L., & Bal, A. (2013). Racial and Ethnic Disproportionality in Special Education: Identifying the Role of Neighborhood Characteristics. Journal of Emotional and Behavioral Disorders, 21(4), 224-236.

Sullivan, A. L., & Artiles, A. J. (2011). Disproportionality in School Discipline: An Assessment of Trends in and Explanations for the Disproportionate Discipline of Minority Students in the United States. Equity & Excellence in Education, 44(1), 40-61.