Discipline Disparities Among Students With Disabilities

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