Discuss the disproportionate involvement of students with special education disabilities with school discipline protocols. How large is the disproportionate involvement? For whom is it greatest? How does this disproportionate involvement intersect with other characteristics, such as race?
What will be an ideal response?
At a minimum, answers should identify that students with special education disabilities are
disproportionately involved with school discipline protocols. A student with any special education disability
is more than two times more likely to receive one or more out of school suspensions (11–13%). The most
common disability types for suspended students are learning disabilities and severe emotional
disturbances. This disproportionality is even greater when race is also considered. Students of color are
more likely to have severe emotional disturbances and developmental delays. Students of color with
special education disabilities (Black, Hispanic, and multiracial but not Asian American) experienced much
higher suspension rates--from 22 to 25% for males and 20% for females.
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