A Framework for Educative, Equitable, and Empowering Disciplinary Practice

Autor/inn/en	Lashley, Carl; Tate, Alicia S.
Titel	A Framework for Educative, Equitable, and Empowering Disciplinary Practice
Quelle	In: Journal of Special Education Leadership, 22 (2009) 1, S.24-35 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-1810
Schlagwörter	Discipline; School Safety; Disabilities; Educational Environment; School Personnel; Zero Tolerance Policy; Intervention; Empowerment; Equal Education; Federal Legislation; Discipline Policy; Special Education; North Carolina + Suchen Sie Ihr Suchwort? Disziplin; Handicap; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulpersonal; Bundesrecht; Disziplinarmaßnahme; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Student discipline is an ongoing challenge for school administrators, and its importance has been magnified as accountability reporting and public concerns for school safety have come into play. School personnel are expected to maintain a safe school environment that focuses on student learning. Disciplinary interventions should be "educative," "equitable," and "empowering." Many disciplinary policies are derived from a zero-tolerance perspective that emphasizes efficiency, favors exclusion as a strategy, and focuses on expediency. Zero-tolerance policies are particularly destructive when it comes to disciplining students with disabilities. Disciplinary policies and practices should operate in "the best interests of the student" (Shapiro & Stefkovich, 2005, p. 7). The disciplinary provisions in the Individuals with Disabilities Education Act are a step in the right direction toward encouraging schools to implement more effective, educative, equitable, and empowering disciplinary strategies. (As Provided).
Anmerkungen	Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10