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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    View other formats and editions of Discipline Disparities Among Students With Disab by Pamela Fenning

    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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