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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."
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."
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