This report examines compliance with federal laws designed to protect students of color with disabilities from discrimination, and whether the federal government’s enforcement of these laws adequately protects these students from discriminatory disciplinary actions and policies.
U.S. Commission on Civil Rights. 2019. Beyond Suspensions: Examining School Discipline Policies and Connections to the School-to-Prison Pipeline for Students of Color with Disabilities. Washington, DC: Author.
This report examines compliance with federal laws designed to protect students of color with disabilities from discrimination, and whether the federal government’s enforcement of these laws adequately protects these students from discriminatory disciplinary actions and policies.
U.S. Commission on Civil Rights. 2019. Beyond Suspensions: Examining School Discipline Policies and Connections to the School-to-Prison Pipeline for Students of Color with Disabilities. Washington, DC: Author.
This three-part report demonstrates that a large subgroup of students with disabilities are not getting their needs met; describes the school experiences of these students in relation to exclusionary discipline, referral to law enforcement, and chronic absenteeism; and indicates how the pandemic is exacerbating pre-existing inequitable conditions. The report concludes with recommendations for federal policymakers.
Losen, D. J., Martinez, P., & Shin, G.H.R. 2021. Disabling Inequity: The Urgent Need for Race-Conscious Resource Remedies. The Center for Civil Rights Remedies at the Civil Rights Project, UCLA: Los Angeles, CA. https://www.civilrightsproject.ucla.edu/research/k-12-education/special-education/disabling-inequity-the-urgent-need-for-race-conscious-resource-remedies
Despite the endemic nature of anti-blackness in society, educators have a duty to work toward disrupting anti-blackness in schools. Three strategies have been identified for educational practitioners to carve out possibilities for Black students to thrive in spite of anti-blackness. 1. Radical care through caseloads, 2. Professional development centering Black students' experiences, and 3. Black third spaces.
Williams, K., Mcadoo, G., & Howard, T.C. "Schools Must Do More to Support Black Students." Edsource, (2022).
