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AutorenGreen, Ambra L.; Cohen, Daniel R.; Stormont, Melissa
TitelAddressing and Preventing Disproportionality in Exclusionary Discipline Practices for Students of Color with Disabilities
QuelleIn: Intervention in School and Clinic, 54 (2019) 4, S.241-245 (5 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1053-4512
DOI10.1177/1053451218782437
SchlagwörterDiscipline; Disproportionate Representation; Minority Group Students; At Risk Students; Racial Bias; Racial Differences; Ethnicity; Educational Legislation; Disabilities; Equal Education; Federal Legislation; School Policy; Evidence Based Practice; Decision Making
AbstractHistorically, schools across the nation have struggled to address significant racial or ethnic disproportionality, including overrepresentation in exclusionary discipline practices, special education identification, and restrictive educational placements. The federal government has mandated that local education agencies monitor and address disproportionality but has provided little guidance on how to begin. This current topics column discusses this moral and ethical issue and provides ways schools can begin to address or prevent disproportionality in disciplinary practices. (As Provided).
AnmerkungenSAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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