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.

• ContentsForeword Kent McIntosh  ixAcknowledgments  xiINTRODUCTION: FRAMING DISCIPLINE DISPARITIES THROUGH A DISCRIT INTERDISCIPLINARY LENS1.  Introductory Comments: An Interdisciplinary Lens in Addressing Discipline Disparities of Students With Disabilities  3Pamela Fenning and Miranda Johnson2.  Looking at School Discipline From the Perspective of Critical Race Theory and DisCrit: How Multiple Identities Intersect to Create Inequities in School Discipline  14Markeda Newell and Emma HealyRESEARCH AND KNOWLEDGE THROUGH MULTIPLE EPISTEMOLOGIES, METHODS, AND VOICES3.  Let the Students Speak: African American Males With Disabilities' Perspectives of Behavior Intervention Acceptability in Schools and the Implications for Cultural Validity  29Patrice M. Leverett4.  School Discipline at the Intersection of Race and Ability: Examining the Role of Police in Schools  46Amy E. Fisher and Benjamin W. Fisher5.  Black Women Teachers' Counternarratives on School Discipline: Ability in Student, Teacher, and Space  64Angelina N. NorteyPROMISING EDUCATIONAL PRACTICES TO ADDRESS DISCIPLINE DISPROPORTIONALITY6.  Trauma and Discipline Disproportionality: Treating the Underlying Concerns  87Kristen Pearson, Laura Marques, Monica Stevens, and Elizabeth Marcell Williams7.  Improving Educator Use of Data-Informed Decision-Making to Reduce Disciplinary Infractions for Students With Emotional Disturbance  108Sandra M. Chafouleas, Amy M. Briesch, Kathleen Lynne Lane, and Wendy Oakes8.  The Use of the Assessment of Culturally and Contextually Relevant Supports (ACCReS) in High-Need Public School Classrooms  124Lindsay M. Fallon and Margarida Veiga9.  Building Bridges: An Alternative to Suspension Program  140Emma Healy, Michelle Rappaport, and Carly Tindall-BigginsLEGAL AND POLICY APPROACHES TO ADDRESS DISCIPLINE DISPROPORTIONALITY10.  Changing the Conversation: Moving From Exclusionary Discipline to Trauma-Informed and Culturally Appropriate Practices to Improve Outcomes for Native American Students With Disabilities  161Heather A. Hoechst and Donald Chee11.  Disproportionate Encounters of School Security Personnel and Students With Disabilities: An Update of the Case Law  177Thomas A. Mayes and Perry A. Zirkel12.  Rethinking Discipline of Students With Disabilities: A Path Forward for Research, Policy, and Practice  194Miranda Johnson and Pamela FenningAppendix A. Assessment of Culturally and Contextually Relevant Supports (ACCReS)  211Appendix B. Building Bridges Materials  217Appendix C. School Disciplinary Provisions Relating to Students With Disabilities  219Notes  221References  223Index  259About the Editors and Contributors  271

“(Johnson and Fenning) have done an excellent job of capturing a vibrant dialogue among a community of engaged scholars and practitioners.”—Teachers College Record