Although inclusive education policies conflict with punitive discipline measures, inclusion in mainstream schools may coexist with or allow such exclusionary punitive discipline. In Latin America, however, there is scarce research on how punitive measures are distributed, and if and how they affect students with disabilities enrolled in regular school settings. The purpose of this study was to characterize the occurrence of punitive exclusionary practices among students with disabilities enrolled in mainstream schools. We analysed reports from a national sample of Chilean students (N = 447,697) and parents on the frequency of punitive exclusionary discipline practices to identify the contribution of individual, classroom and school factors to student exclusion from general education settings. Individual characteristics included different disability groups. Multilevel logistic regression results consistently showed that students with ADHD were more likely to receive disciplinary exclusions, both in primary and in high school, with an odds-ratio increase from 30% to nearly 150%, with higher rates for low-SES students with ADHD. These findings suggest that in Chile, student-level factors of gender, class and disability are strongly associated with exclusionary punitive discipline in schools. We discuss the intersectional dynamics of gender, class, race and disability in disciplinary processes of exclusion.

中文翻译：

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探索残疾群体不成比例地使用排斥性惩罚做法：低社会经济地位智利患有多动症学生的不成比例程度更高的证据

尽管全纳教育政策与惩罚性纪律措施相冲突，但主流学校的包容性可能与这种排斥性惩罚性纪律共存或允许。然而，在拉丁美洲，关于如何分配惩罚措施，以及这些措施是否以及如何影响在普通学校就读的残疾学生的研究很少。本研究的目的是了解主流学校就读的残疾学生中惩罚性排斥做法的发生情况。我们分析了智利学生（ N = 447,697）和家长的全国样本 关于惩罚性排斥性纪律做法频率的报告，以确定个人、课堂和学校因素对学生被排除在普通教育环境之外的影响。个人特征包括不同的残疾群体。多层次逻辑回归结果一致表明，患有 ADHD 的学生更有可能在小学和高中受到纪律处分，比值比从 30% 增加到近 150%，低 SES 的 ADHD 学生的比例更高。这些发现表明，在智利，学生层面的性别、阶级和残疾因素与学校的排斥性惩罚性纪律密切相关。我们讨论排斥纪律过程中性别、阶级、种族和残疾的交叉动态。