Let’s look at some of the paraphrased facts from that course that correlates with this week (Flint, 2008) . Then, I will build upon that information to dive deeper into the issue of disproportionality.
The background, culture, and experiences teachers have differ from their students. (p. 61)
The historical and cultural knowledge base a child brings to the classroom (funds of knowledge), along with their “skills and ways of being” (virtual school bag) gives teachers a broader picture of their students. (pp. 15, …show more content…
According to Preventing Disproportionality: A Framework for Culturally Responsive Assessment, disproportionality is an unfortunate trend that is labeling and classifying minority groups as having disabilities, especially emotional disability (ED) and mild mental retardation (MR) of Black students. In addition to race and ethnicity, the following factors can work against students, such as socioeconomic status and whether a child is proficient in the English language. With these external dynamics, school officials rely on their “professional astuteness” to justify why a child should not remain in the classroom and should instead receive special education services. As influential beings, their conclusions are often “final” in their minds and can scar students for life. Unfortunately, the findings for students to receive special education services is moving away from considering the merits of “cognitive, psychological, physical, or affective deficits” and now give prominence to the outward characteristics that determine the quality of life for minority …show more content…
SWPBIS reminds me of a point I read in a book stating, treat someone the way you want them to become. Unfortunately, that is not the case in the field of education. With the accumulation of “abnormal” behaviors, children are now experiencing harsher punishments, such as suspensions and arrests. As the traditional methods of reprimanding bad behavior changes, a large number of children are receiving correction that transition them out of their schools into the prison population. This occurrence is known as “The School-to-Prison Pipeline.” While Black students are severely affected, here are statistics of students suspended during the 2009-2010 school year according to Teaching Tolerance :
Black students (1 in 6)
American Indian students (1 in 13)
Latino students (1 in 14)
White students (1 in 20)
Asian students (1 in 50)
The article lists several solutions to avoid the school-to-prison pipeline:
1. Increase positive behavior interventions and supports
2. Establish rapport with police departments and court systems
3. Give explanations of infractionsportion of those hours by doing something constructive.
4. Train teachers on the use of positive behavior supports
Another solution I would like implemented is replacing suspensions for mandated community service hours. For instance, if a violation is committed, instead of suspending the child for a number of days, create