Publication Date

11-1-2024

Document Type

Article

Publication Title

Critical Education

Volume

15

Issue

4

DOI

10.14288/ce.v15i4.186857

First Page

110

Last Page

131

Abstract

Disabled children of color (ages 3-8) face multiple, intersecting oppressions in schools and are more likely to be excluded and/or harshly punished for minor behavioral issues compared to white and/or non-disabled peers. Approaches that center multiple stakeholders (families, teachers, and administrators) using a formative intervention called a Learning Lab (LL) have worked to reduce discipline disparities among secondary and upper primary students of color with disabilities (Bal, 2016). Knowing that discipline disparities can start as early as preschool (Kulkarni et al., 2021), however, we examined how LL (re)mediates exclusionary and harsh discipline practices for young children of color with disabilities. We present qualitative case studies of six California-based stakeholders (four teachers, a parent, and an administrator) who participated in LL sessions virtually from 2021-2022. We share findings and lessons learned from constructing virtual LL spaces to reduce exclusionary and harsh discipline for young children of color with disabilities.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Special Education

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