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Suspension rates of students with autism or intellectual disabilities in Maryland from 2004 to 2015
Author(s) -
Krezmien M. P.,
Travers J. C.,
Camacho K.
Publication year - 2017
Publication title -
journal of intellectual disability research
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.941
H-Index - 104
eISSN - 1365-2788
pISSN - 0964-2633
DOI - 10.1111/jir.12406
Subject(s) - autism , intellectual disability , odds , psychology , odds ratio , logistic regression , suspension (topology) , clinical psychology , developmental psychology , psychiatry , medicine , mathematics , pathology , homotopy , pure mathematics
Abstract Background Little research exists on suspension of students with autism or intellectual disabilities. We examined suspension rates of students with autism or intellectual disability in Maryland from 2004 to 2015 to understand whether race and disability status predicted the odds of being suspended. Method We used school enrollment data and school suspension data in Maryland for analysis. Descriptive statistics by race and disability category were calculated. Logistic regression was used to examine differences in odds of suspension by race and by disability (ID and autism) each year. Results Suspension rates in Maryland decreased overall from 2004 to 2015, but African American students with intellectual disability or no disability were significantly more likely to be suspended. White students with autism and White students with intellectual disability had significantly higher odds of suspension than White students without a disability. Conclusions Overall risk for suspension in Maryland decreased over time. African American students with autism or intellectual disability, as well as white students with autism or intellectual disability, experienced significantly higher odds of suspension when compared to their White students without a disability. This relatively unexplored issue commands attention from researchers and policymakers alike.