Disabling Inequity: The Urgent Need for Race-Conscious Resource Remedies

Autor/inn/en	Losen, Daniel J.; Martinez, Paul; Shin, Grace Hae Rim
Institution	University of California, Los Angeles. Civil Rights Project / Proyecto Derechos Civiles
Titel	Disabling Inequity: The Urgent Need for Race-Conscious Resource Remedies
Quelle	(2021), (121 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Equal Education; Access to Education; COVID-19; Pandemics; Intervention; Public Education; Student Needs; Student Behavior; Behavior Problems; Federal Legislation; Minority Group Students; Racial Bias; Ethnicity; Disproportionate Representation; Suspension; Discipline; Special Education; Attendance; Mental Disorders; Civil Rights; Student Rights; Federal Aid; Educational Environment; School Personnel; Special Education Teachers; Educational Legislation; Gender Differences; Low Income Students; At Risk Students; Homeless People; Police School Relationship; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Öffentliche Erziehung; Student behaviour; Schülerverhalten; Bundesrecht; Racial discrimination; Rassismus; Ethnizität; Ausschluss; Schulausschluss; Disziplin; Special needs education; Sonderpädagogik; Sonderschulwesen; Anwesenheit; Mental illness; Geisteskrankheit; Bürgerrechte; Grundrechte; Zivilrecht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulpersonal; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Bildungsrecht; Schulgesetz; Geschlechterkonflikt; Homeless person; Homeless persons; Obdachloser
Abstract	Among the most critical pre-pandemic inequities that have not received sufficient attention is the fact that many districts are not meeting their legal and moral obligation to educate students with disabilities, which must include providing needed mental health services, behavioral supports and educationally sound interventions by well qualified staff. This report reveals serious pre-existing conditions of inadequate support that are likely to be exacerbated by the current pandemic, summarizes the pandemic's disparate impact, which is resulting in greater losses of instructional time amidst increasing experiences of trauma, and argues for additional post-pandemic steps to ensure that all students with disabilities needing supports and services must receive a free appropriate public education (FAPE) to have those needs met, and that they are not excluded because of behaviors caused by their disability. [Additional funding for this research was provided by the United Teachers of Los Angeles. For the executive summary, see ED613536.] (As Provided).
Anmerkungen	Civil Rights Project / Proyecto Derechos Civiles. 8370 Math Sciences, P.O. Box 951521, Los Angeles, CA 90095-1521. Tel: 310-267-5562; Fax: 310-206-6293; e-mail: crp@ucla.edu; Web site: http://www.civilrightsproject.ucla.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01