According to the literature, pupil attendance appears to be related positively to pupil achievement, and in special education the amount of instructional time pupils need is specified in the individual educational plan. The authors of this study investigated the attendance of pupils scheduled to receive special education resource room instruction. They found that 22% of resource room contacts were missed. Of this 22%, 10% of the contacts were missed because students were absent from school; 6% were missing because of other school activities; and 6% because the resource rooms were closed.
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