Disciplinary disparities by race and disability: using DisCrit theory to examine the manifestation determination review process in special education in the United States

Fisher, Amy E.; Fisher, Benjamin W.; Railey, Kirsten S.

doi:10.1080/13613324.2020.1753671

Cited by 18 publications

(9 citation statements)

References 32 publications

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“…There could be other variables, such as low levels of behavioral issues, that are affecting the relation between fidelity at Tier 2 and 3 and low levels of exclusionary discipline. Finally, this study did not account for SWPBIS FIDELITY & EXCLUSIONARY DISCIPLINE 20 how intersectional identities or other individual factors may impact exclusionary discipline for SWD (Fisher et al, 2021;Morgan et al, 2019). Previous studies have indicated that SWD, who are also members of culturally or linguistically diverse populations, may be more likely to receive exclusionary discipline (Losen, 2018;Losen et al, 2014).…”

Section: Limitationsmentioning

confidence: 94%

“…Exclusionary discipline may be even more consequential for SWD as they lose access to important supports such as counselors, therapists, and special or individualized instruction, and making up missed instructional time may be more difficult (Losen & Martinez, 2020). Despite federal protections for SWD, such as manifest determination, the use of discriminatory discipline practices is an ongoing concern across districts and schools (Fisher et al, 2021). In response to these concerns, the federal government released new guidance for schools to support SWD and avoid discriminatory use of discipline in July 2022 (U.S. Department of Education, 2022a).…”

Section: Exclusionary Disciplinementioning

confidence: 99%

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Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students with Disabilities

Fleming

Grasley-Boy²,

Gage³

et al. 2022

Preprint

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School-Wide Positive Behavior Interventions and Supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we use a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10 exclusionary discipline outcomes for students with disabilities. Specifically, we compare the impact of schools that implemented multiple SWPBIS tiers with fidelity to schools that only implemented Tier 1 with fidelity from a sample of 558 schools in 113 districts in California. Findings indicate a statistically significant decrease in multiple out-of-school suspension categories as well as referrals to law enforcement for students with disabilities in schools that implemented all tiers with fidelity. We provide recommendations for using findings to inform school efforts to reduce exclusionary discipline for students with disabilities.

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Section: Limitationsmentioning

confidence: 94%

Section: Exclusionary Disciplinementioning

confidence: 99%

Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students with Disabilities

Fleming

Grasley-Boy²,

Gage³

et al. 2022

Preprint

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“…Analyzing how ableism is collusive with racial and ethnic discrimination necessitates looking within and beyond constructs of dis/ability that are common in the United States. Considerable research using DisCrit has looked at the material impacts of how students of color are perceived and treated based on an institutionalized and deficit-based understanding of disability in schools (e.g., Annamma et al, 2014; Fisher et al, 2021). Such research often focuses on experiences of students in relation to the institutionalized practices of special education (i.e., students of color who take on school-based disability identities).…”

Section: Expanding the Use Of Discrit To The South Korean Contextmentioning

confidence: 99%

The Construction and Embodiment of Dis/Ability for North Korean Refugees living in South Korea

Song

Freedman

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Every year, an unknown number of North Koreans flee their homeland. As of 2020, 33,752 North Koreans had arrived in South Korea. The political positioning of North Korean refugees in South Korean society is unique from other immigrants, in that they receive immediate South Korean citizenship and are considered members of the same ethnic group as South Koreans. However, North Korean refugees face discrimination in South Korea, including in schools. Purpose/Objective/Research Question/Focus of Study: This paper extends the use of the intersectional analytical framework, disability critical race theory (DisCrit), outside of western settings to the Korean context. The purpose is to analyze the schooling experiences of North Korean refugees in South Korea. We provide a background about the divide between the nations of North and South Korea and discuss how this divide contributes to North Korean refugees’ position as outsiders. We also situate discrimination faced by North Korean refugees within South Korea as a broader response to changing demographics, by highlighting the experiences of immigrants and South Korean multicultural education policy. Drawing upon the voices of North Korean refugees, we analyze how the discrimination they experience constructs them as less capable and valued than their South Korean peers. Research Design: This paper reports the findings of a qualitative study that analyzes data from semi-structured interviews of North Korean refugees in South Korea. The interviews focus on participants’ schooling experiences in mainstream schools, at an alternative school, and in their transition to postsecondary education. Conclusions/Recommendations: Our analysis demonstrates how North Korean refugee students are positioned as dis/abled and come to embody disabling conditions as a result of discrimination based on their ethnicized North Korean identity in South Korea. The construction of North Korean refugees as dis/abled reflects the dominance of the ideals of South Korean ethnicity and an educational ideology that promotes assimilation for economic growth. We conclude by discussing the impact of normalizing processes of ethnocentrism, racism, and ableism, and the potential future development of multicultural education in South Korea.

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“…This often manifests in the form of negative feedback from audience members about structures that are perceived as feminine such as tag questions, or quotative like, or vocal fry. Like Figueroa and Gillion (2018) explain in the Vocal Fries podcast, once a structure is identified as femme, it doesn't matter that people who are masc also use it, the structure is considered deficient. The example they use in their 9/10/2018 podcast is Johnny Cash, a United States country singer from the mid to late 20th century.…”

Section: Gender In Language Disordersmentioning

confidence: 99%

Unsettling Languages, Unruly Bodyminds: Imaging a Crip Linguistics

Henner¹,

Robinson²

2021

Preprint

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People use languages in different ways. Some people use language to help find other people like them. Many people use language in specific ways because of how their body and mind work. Sometimes a person’s environment and material conditions forces them to use language in a certain way. However, when someone languages outside of what people think is normal, others can think that they are bad with language or are not as smart or are broken. We are trying to point out that no one is actually ‘bad with language.’ Our goal with this paper is to help people understand that no language is bad. It is okay to want to change your own language use if it will make you feel better. But no one should make you feel bad about your language. We need a bigger and more flexible understanding of what language is and what it communicates about a bodymind’s capacity.

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Disciplinary disparities by race and disability: using DisCrit theory to examine the manifestation determination review process in special education in the United States

Cited by 18 publications

References 32 publications

Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students with Disabilities

Effects of Tiered SWPBIS Fidelity on Exclusionary Discipline Outcomes for Students with Disabilities

The Construction and Embodiment of Dis/Ability for North Korean Refugees living in South Korea

Unsettling Languages, Unruly Bodyminds: Imaging a Crip Linguistics

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