Disciplinary Disparities by Race and Disability: Using DisCrit Theory to Examine the Manifestation Determination Review Process in Special Education in the United States

Autor/inn/en	Fisher, Amy E.; Fisher, Benjamin W.; Railey, Kirsten S.
Titel	Disciplinary Disparities by Race and Disability: Using DisCrit Theory to Examine the Manifestation Determination Review Process in Special Education in the United States
Quelle	In: Race, Ethnicity and Education, 24 (2021) 6, S.755-769 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fisher, Amy E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2020.1753671
Schlagwörter	Discipline; Suspension; Punishment; African American Students; Students with Disabilities; Disproportionate Representation; White Students; Student Behavior; Critical Theory; Race; Racial Bias; Social Bias; Educational Legislation; Federal Legislation; Equal Education; Expulsion; Evaluation Methods; Teamwork; School Personnel; Student Placement; Individualized Education Programs + Suchen Sie Ihr Suchwort? Disziplin; Ausschluss; Schulausschluss; Bestrafung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Student behaviour; Schülerverhalten; Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; Bildungsrecht; Schulgesetz; Bundesrecht; Relegation; Schulpersonal; Schülerpraktikum; Individualized education program; Individualisierendes Lernen
Abstract	Exclusionary discipline practices in the United States are used disproportionately in the punishment of Black students with a disability compared to White and Black students with or without a disability. One potential mechanism leading to the disproportionate use of exclusionary discipline is a process called 'manifestation determination reviews' (MDR), a process mandated under the U.S. federal Individuals with Disabilities Act that is tasked with determining whether students' offending behaviours were related to their disability. Using a disability studies/critical race theory (DisCrit) lens, the MDR process can be understood as a mechanism that serves to sustain these inequities through vague guidance in critical elements of the MDR process, lack of clarity about the composition of the MDR team, and perpetuation of a race-neutral framework. Implications for policy, educators, and school psychologists within the United States are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01