ABSTRACT

Exclusionary discipline practices in the United States are used disproportionately in the punishment of Black students with a disability compared to White and Black students with or without a disability. One potential mechanism leading to the disproportionate use of exclusionary discipline is a process called ‘manifestation determination reviews’ (MDR), a process mandated under the U.S. federal Individuals with Disabilities Act that is tasked with determining whether students’ offending behaviours were related to their disability. Using a disability studies/critical race theory (DisCrit) lens, the MDR process can be understood as a mechanism that serves to sustain these inequities through vague guidance in critical elements of the MDR process, lack of clarity about the composition of the MDR team, and perpetuation of a race-neutral framework. Implications for policy, educators, and school psychologists within the United States are discussed.

摘要

在美国，与有或没有残疾的白人和黑人学生相比，在惩罚有残疾的黑人学生时，不成比例地使用排他性纪律做法。导致不成比例地使用排他性纪律的一个潜在机制是一个称为“表现决定审查”（MDR）的过程，这是美国联邦残疾人法案规定的一个过程，其任务是确定学生的冒犯行为是否与他们的残疾有关. 使用残疾研究/批判种族理论 (DisCrit) 镜头，MDR 过程可以被理解为一种机制，通过对 MDR 过程关键要素的模糊指导、MDR 团队的组成缺乏明确性、并延续种族中立的框架。