Description

Book Synopsis
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.

Table of Contents
  • 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

Discipline Disparities Among Students With Disab

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    A Paperback by Pamela Fenning, Miranda Blake Johnson, Alfredo J. Artiles

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      Publisher: John Wiley & Sons
      Publication Date: 5/27/2022 12:00:00 AM
      ISBN13: 9780807766422, 978-0807766422
      ISBN10: 0807766429
      Also in:
      Schools and pre-schools Teaching of students with different educational needs

      Description

      Book Synopsis
      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.

      Table of Contents
      • 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

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