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.