Addressing and Preventing Disproportionality in Exclusionary Discipline Practices for Students of Color With Disabilities

Historically, schools across the nation have struggled to address significant racial or ethnic disproportionality, including overrepresentation in exclusionary discipline practices, special education identification, and restrictive educational placements. The federal government has mandated that loc...

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Bibliographic Details
Published in:Intervention in School and Clinic 2019-03, Vol.54 (4), p.241-245
Main Authors: Green, Ambra L., Cohen, Daniel R., Stormont, Melissa
Format: Article
Language:English
Subjects:
At Risk Students
Decision Making
Disabilities
Discipline
Disproportionate Representation
Educational Legislation
Equal Education
Ethnic groups
Ethnicity
Evidence Based Practice
Federal Legislation
Minority Group Students
Morality
Racial Bias
Racial Differences
Representativeness
School Policy
Special education
Students with disabilities
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Summary:Historically, schools across the nation have struggled to address significant racial or ethnic disproportionality, including overrepresentation in exclusionary discipline practices, special education identification, and restrictive educational placements. The federal government has mandated that local education agencies monitor and address disproportionality but has provided little guidance on how to begin. This current topics column discusses this moral and ethical issue and provides ways schools can begin to address or prevent disproportionality in disciplinary practices.
ISSN:1053-4512
1538-4810
DOI:10.1177/1053451218782437