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Addressing and Preventing Disproportionality in Exclusionary Discipline Practices for Students of Color With Disabilities (PDF)

This article discusses the moral and ethical issues of disproportionate disciplinary practices in schools (exclusion, special education identification, and restrictive educational placement) and provides ways schools can begin to address or prevent this kind of disproportionality.

Citation/Source

Green, Ambra L., Daniel R. Cohen, and Melissa Stormont. 2019. “Addressing and Preventing Disproportionality in Exclusionary Discipline Practices for Students of Color With Disabilities.” Intervention in School and Clinic 54 (4): 241–245.

Publication Date
2019

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California Department of Education, Special Education Division's special project, State Performance Plan Technical Assistance Project (SPP-TAP) is funded through a contract with the Napa County Office of Education. SPP-TAP is funded from federal funds, (State Grants #H027A080116) provided from the U.S. Department of Education Part B of the Individuals with Disabilities Education Act (IDEA). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.