Punitive Disciplinary Practices Are Overrepresented in Students With Special Learning Needs: A Multilevel Study With Chilean Students

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Placement and Disproportionality in Special Education

Abstract

Although worldwide, there have advances to promote educational inclusion, there are still practices that tend to exclude students, among them, exclusionary disciplinary practices. We analyse whether the diagnosis of special educational needs (SEN)- and if so, how much and what type of SEN – increased the likelihood of receiving disciplinary practices. We used the 2018 Chilean SIMCE test, which for the first time included questions about disciplinary practices. Results from a three-level logistic model showed that students with SEN, especially ADHD, were more likely to receive all types of punitive disciplinary measures, with an increase from 30% to nearly 1.5 times more. We discuss these findings with respect to the possibility of advancing inclusion in regular classrooms for students with SEN.

Authors

• Verónica López, Pontificia Universidad Catolica de Valparaiso

• Claudio Allende, Universidad de Chile

• Sebastián Ortiz, Universidad de Playa Ancha

• Juan Pablo Valenzuela, Universidad de Chile

• Luis Gonzalez, Pontificia Universidad Catolica de Valparaiso

• Christina Anderson Bosch, California State University - Fresno