The book focuses on the experiences of a group of Black male students that have been labeled by school officials as disciplinary problems. It is an important book for practitioners to read because it highlights how students experience schooling, the labels given to them, the expectations held about them and the discipline they receive in school.
Ferguson, A.A. Bad Boys: Public Schools in the Making of Black Masculinity. Ann Arbor: University of Michigan Press, 2000.
The article describes ways in which students with disabilities have been perceived in practice. It is useful for practitioners that seek to reflect on commonly held perceptions about race and disability and how these ideas can influence practice.
Harry, B. and Klingner, J. “Discarding the Deficit Model.” Educational Leadership. 64(5), 2007: 16-21.
The article describes how PBIS was included in the 1997 reauthorization of the Individuals with Disabilities Act (IDEA) and stresses the usefulness of PBIS for ensuring a free and appropriate education for students with disabilities and for protecting students at schools. The article is useful to practitioners and state and local education agencies that seek to understand the links between policy, practice and student outcomes.
Turnbull, R. H., Wilcox, B., and others. “IDEA, Positive Behavioral Supports, and School Safety.” Journal of Law and Education, 30(3), 2001: 445-503.
The Imperial County SELPA has built a website full of resources dedicated to support the statewide system by offering collaborative consultation services to SELPAs who have identified needs associated with improving outcomes for English learners with Disabilities.
Imperial Special Education Local Plan Area, (2022).
This resource is intended as a goal writing tool to assist both regular and special educators to meet the needs of students who are identified as English learners (EL) and may possibly need to be identified or are currently identified for special education.
Ventura County Special Education Local Plan Area, (2019).
This document updates and supersedes the Office of Special Education and Rehabilitative Services’ (OSERS) guidance titled Questions and Answers on Discipline Procedures, issued in June 2009 and includes additional questions and answers that address topics that have arisen as the field continues to carry out the discipline provisions of IDEA and its implementing regulations. Key topics include removing a child with a disability from their current educational placement and the responsibilities of individualized education program (IEP) teams to address the behavioral needs of children with disabilities through the evaluation, reevaluation, and IEP development process to ensure the provision of a free appropriate public education (FAPE).
Office of Special Education Rehabilitative Services. 2022. Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions
https://sites.ed.gov/idea/files/qa-addressing-the-needs-of-children-with-disabilities-and-idea-discipline-provisions.pdf (accessed September 16, 2022).
This guide emphasizes the importance of respecting and being responsive to student and family culture and language when developing programs, services, and instruction for English learners in the state who may have a disability that impacts their ability to learn.
California Department of Education. 2019. California Practitioners’ Guide for Educating English Learners with Disabilities. Sacramento, CA: California Department of Education.
The authors analyzed the delayed identification of Black and Latinx students post elementary school and the disproportionate eligibility outcomes as compared to their white peers.
Cruz, R., and Firestone, A. (2022) Understanding the Empty Backpack: The Role of Timing in Disproportionate Special Education Identification. Sociology of Race and Ethnicity, Vol. 8(1) 95–113
