After the U.S Department of Education passed the Individuals with Disabilities Education Act in 1991, school districts quickly noticed that special education students covered under IDEA were receiving disciplinary measures at significantly higher rates than their non-disabled peers. Over 20 years later, special education students still experience exclusionary practices at a much higher rate than their non-disabled peers. Special education students who are repeatedly removed from school through exclusionary practices are at a greater risk for grade retention, dropping out of school, and entering into the prison system. The purpose of this quantitative correlational research study was to identify the possible predictive relationships between special education students' characteristics of gender, exceptionality, and disciplinary infractions and their risk for receiving discipline referrals resulting in suspension in an urban central Alabama high school for the 2017-2018 school year. An archived sample of 284 high school special education students from the high school were gathered and an ordinal regression analysis was run on the 45 students out of the sample who had received at least one office referral to determine whether special education students were more likely to be suspended according to student characteristics such as gender, exceptionality, specific disciplinary infractions, and number of office referrals. The results revealed that gender, exceptionality, and the number of office referrals did not significantly predict the decision to not suspend, suspend in school, or suspend out of school for special education students. Although the findings for this study were not significant, the study can be duplicated with a sample size recommended by the power-test. Further research to investigate predictors of special education student exclusionary practices can provide policymakers and school districts with suggestions and alternative methods of handling perceived problem behaviors. Without systematic change, this disproportionality will continue to affect special education students across the country. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]