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ERIC Number: EJ839510
Record Type: Journal
Publication Date: 2009-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1525-1810
A Framework for Educative, Equitable, and Empowering Disciplinary Practice
Lashley, Carl; Tate, Alicia S.
Journal of Special Education Leadership, v22 n1 p24-35 Mar 2009
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.
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act