Absenteeism rates in students receiving services for CDs, LDs, and EDs: a macroscopic view of the consequences of disability
Abstract
Purpose: Elevated levels of absenteeism have been reported for students receiving special education services, especially students with learning disabilities (LDs) and emotional disturbances (EDs). In contrast, little is known about absenteeism rates associated with students with communication disorders (CDs). Method: Archival records of student attendance for the 1997–2001 academic years from a mid-sized urban school district in the Intermountain West were used to examine absenteeism rates in students receiving services for CDs, LDs, and EDs. Two cohort samples were generated (K–4th grade and 5th–9th grade). Results: Students with CDs displayed absenteeism rates that were comparable to those of students receiving general education. Significant group and group × grade effects were found. Students in the LD and ED groups displayed elevated levels of absenteeism, especially at Grade 9. Conclusion: The outcomes of this study support the characterization of the socioemotional concomitants associated with CDs as being typologically different and exerting a weaker influence on student’s health levels than those associated with either LDs or EDs.
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Numerous studies have illustrated ancillary problems associated with school absenteeism whether excused or unexcused, combine these absences when evaluating outcomes, or have found few differences based on this absence typology.
“Numerous studies have illustrated ancillary problems associated with school absenteeism whether excused or unexcused, combine these absences when evaluating outcomes, or have found few differences based on this absence typology”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Redmond and Hosp, 2008
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Kearney, C. A., Dupont, R., Fensken, M., & Gonzálvez, C. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1253595 · Cited by 71 · see citing works
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- Authors
- Redmond, S. M., & Hosp, J. L.
- Affiliations
- University of Utah, Salt Lake City
- Venue
- Language, Speech, and Hearing Services in Schools
- Published
- 2008
- References
- 0
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