Abstract
In this investigation, the numbers and percentages of students who were enrolled in special education and who received a discipline consequence (i.e., in-school suspension, out-of-school suspension, expulsion, Disciplinary Alternative Education Program placement, and Juvenile Justice Education Program placement) during the 2012-2013 through 2015-2016 school years were determined. In each of these four school years, the number of students in special education who were assigned an exclusionary discipline assignment steadily decreased. The percentages of the total exclusionary assignments given to students in special education, however, did not decrease but rather remained stable across the four school years. Recommendations for research and implications are discussed along with suggestions for policy and practice.
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