Discipline Disparities Among Students With Disabilities

Name: Discipline Disparities Among Students With Disabilities
Brand: TEACHERS COLLEGE PRESS
SKU: 9780807766439
Price: 332.0 AUD
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TEACHERS COLLEGE PRESSISBN: 9780807766439

Creating Equitable Environments

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Edited by Pamela Fenning, Miranda Johnson, Series edited by Alfredo J. Artiles, Foreword by Kent McIntosh
Imprint: TEACHERS COLLEGE PRESS
Release Date: August 25, 2022
Format: HARDBACK
Pages: 288

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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

"(Johnson and Fenning) have done an excellent job of capturing a vibrant dialogue among a community of engaged scholars and practitioners." -Teachers College Record

Discipline Disparities Among Students With Disabilities

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