Literaturnachweis - Detailanzeige
| Institution | The Center for Learner Equity |
|---|---|
| Titel | A Call to Action: With No Updates to OCR Discipline Guidance since 2014, the Opportunity to Address Inequities for Students with Disabilities Is Now |
| Quelle | (2021), (2 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Policy; Equal Education; Students with Disabilities; Guidance; Discipline Policy; Racial Bias; Social Bias |
| Abstract | In 2016, the federal government rescinded a 2014 disciplinary guidance package that had served as a much-needed resource to schools and districts across the country, a decision that the Center for Learner Equity (CLE) opposed. As documented in a 2019 CLE analysis, disciplinary removals cause students with disabilities to lose instructional time nearly twice as much as their peers without disabilities and slightly higher at charter schools compared to traditional schools nationwide. The disproportionality is even more pronounced when disability and race are factored together. In this call to action, the Office for Civil Rights (OCR) needs to issue new comprehensive guidance that advances equity for all students, especially those with disabilities. Guidance should ensure districts and schools stop using harmful exclusionary practices, including suspensions, expulsions, and seclusions, in lieu of individualized supports and services that address and ameliorate the behavioral needs of students with disabilities. [For the 2019 report, "Key Trends in Special Education in Charter Schools in 2015-2016: Secondary Analysis of the Civil Rights Data Collection," see ED604728. The report is from the National Center for Special Education in Charter Schools, the former name of the Center for Learner Equity.] (ERIC). |
| Anmerkungen | Center for Learner Equity. 420 Lexington Avenue Suite 300, New York, NY 10170. e-mail: info@centerforlearnerequity.org; Web site: https://www.centerforlearnerequity.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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