Discipline Disparities Among Students With Disabilities

Creating Equitable Environments

Pamela Fenning, Miranda Johnson (Herausgeber)

Buch | Hardcover

288 Seiten

2022
Teachers' College Press (Verlag)
978-0-8077-6643-9 (ISBN)

Titel z.Zt. nicht lieferbar
Versandkostenfrei
Auch auf Rechnung

Artikel merken

The decades-long problem of disproportionate school discipline and school-based arrests of students with disabilities, particularly those who also identify as Black or Native American, is explored in this authoritative book. A team of interdisciplinary scholars, attorneys, and education practitioners focus on how disparities based on disability intersect with race and ethnicity, why such disparities occur, and the impacts these disparities have over time. A DisCrit and research-based perspective frames key issues at the beginning of the book, and the chapters that follow suggest promising practices and approaches to reduce the inequitable use of school discipline and increase the use of evidence-supported alternatives to prevent and respond to behaviors of students with disabilities. The final chapter recommends future research, policy, legal, and practice goals, suggesting an agenda for moving the field forward in years to come.

Book Features:

Explores how students’ disabilities, race, ethnicity, and gender intersect to explain how they are negatively impacted by the overuse of suspension, expulsion, and school policing.
Focuses on practical changes to the approaches of research, practice, and policy to remedy this long-standing problem.
Presents an interdisciplinary approach, bringing together the expertise of scholars, attorneys, and educational practitioners to address the issues from a variety of perspectives.
Draws on DisCrit (Disability Studies and Critical Race Theory) to explore the intersection of race and ethnicity, particularly among students who are Black or from a Native American background and are considered “disabled.”

Pamela Fenning is a professor and co-director of the School Psychology Program at Loyola University Chicago’s School of Education. She is a licensed clinical and school psychologist in Illinois. Miranda Johnson is a clinical professor at Loyola University Chicago’s School of Law and the director of Loyola’s Education Law and Policy Institute.

Contents

Foreword Kent McIntosh ix

Acknowledgments xi

INTRODUCTION: FRAMING DISCIPLINE DISPARITIES THROUGH A DISCRIT INTERDISCIPLINARY LENS

1. Introductory Comments: An Interdisciplinary Lens in Addressing Discipline Disparities of Students With Disabilities 3

Pamela Fenning and Miranda Johnson

2. Looking at School Discipline From the Perspective of Critical Race Theory and DisCrit: How Multiple Identities Intersect to Create Inequities in School Discipline 14

Markeda Newell and Emma Healy

RESEARCH AND KNOWLEDGE THROUGH MULTIPLE EPISTEMOLOGIES, METHODS, AND VOICES

3. Let the Students Speak: African American Males With Disabilities’ Perspectives of Behavior Intervention Acceptability in Schools and the Implications for Cultural Validity 29

Patrice M. Leverett

4. School Discipline at the Intersection of Race and Ability: Examining the Role of Police in Schools 46

Amy E. Fisher and Benjamin W. Fisher

5. Black Women Teachers’ Counternarratives on School Discipline: Ability in Student, Teacher, and Space 64

Angelina N. Nortey

PROMISING EDUCATIONAL PRACTICES TO ADDRESS DISCIPLINE DISPROPORTIONALITY

6. Trauma and Discipline Disproportionality: Treating the Underlying Concerns 87

Kristen Pearson, Laura Marques, Monica Stevens, and Elizabeth Marcell Williams

7. Improving Educator Use of Data-Informed Decision-Making to Reduce Disciplinary Infractions for Students With Emotional Disturbance 108

Sandra M. Chafouleas, Amy M. Briesch, Kathleen Lynne Lane, and Wendy Oakes

8. The Use of the Assessment of Culturally and Contextually Relevant Supports (ACCReS) in High-Need Public School Classrooms 124

Lindsay M. Fallon and Margarida Veiga

9. Building Bridges: An Alternative to Suspension Program 140

Emma Healy, Michelle Rappaport, and Carly Tindall-Biggins

LEGAL AND POLICY APPROACHES TO ADDRESS DISCIPLINE DISPROPORTIONALITY

10. Changing the Conversation: Moving From Exclusionary Discipline to Trauma-Informed and Culturally Appropriate Practices to Improve Outcomes for Native American Students With Disabilities 161

Heather A. Hoechst and Donald Chee

11. Disproportionate Encounters of School Security Personnel and Students With Disabilities: An Update of the Case Law 177

Thomas A. Mayes and Perry A. Zirkel

12. Rethinking Discipline of Students With Disabilities: A Path Forward for Research, Policy, and Practice 194

Miranda Johnson and Pamela Fenning

Appendix A. Assessment of Culturally and Contextually Relevant Supports (ACCReS) 211

Appendix B. Building Bridges Materials 217

Appendix C. School Disciplinary Provisions Relating to Students With Disabilities 219

Notes 221

References 223

Index 259

About the Editors and Contributors 271

Erscheinungsdatum	31.05.2022
Reihe/Serie	Disability, Culture, and Equity Series
Mitarbeit	Herausgeber (Serie): Alfredo J. Artiles
Vorwort	Kent McIntosh
Verlagsort	New York
Sprache	englisch
Maße	162 x 235 mm
Gewicht	572 g
Themenwelt	Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
	Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik
ISBN-10	0-8077-6643-7 / 0807766437
ISBN-13	978-0-8077-6643-9 / 9780807766439
Zustand	Neuware