What I know about PL What I want to know What I learned about PL 94-142 94-142 about PL 94-142 What I know about What I want to know What I learned about and “free “free and appropriate education about and appropriate education in the “free in the least restrictive appropriate education in least restrictive environment” environment” the least restrictive environment” What I know about how What I want to know What I learned about how and and why some about how and why some why some exceptional groups exceptional groups form exceptional groups form form their own disability their own disability their own disability cultural groups. cultural groups. cultural groups. Cite the primary issues regarding the overrepresentation and underrepresentation of some ethnic/racial groups in special education classes and some of the possible contributing factors. Activity: Research that students of color, especially African American males, are disproportionately referred for special education services. Prior to and even after their special education referrals, a large percentage of these students suffer discipline consequences at rates that far exceed their European American peers. Furthermore, the reasons for their discipline are even more baffling. Ask students to form small groups and come up with definitions for defiance, disrespect, and other as possible discipline codes. Allow five minutes for collaboration and then as a whole group tell the class that they now have ten minutes to develop a consensus for each term. Students will undoubtedly struggle with this activity and may find that it is virtually impossible to come up with a monolithic definition of these concepts since they require subjective interpretation. Tell students that these, and other similar subjective discipline codes, are the main categories that people of color receive discipline consequences such as in-school and out-of-school suspension. Let students know that not only are children of color more likely to be referred for special education services, they also are over-represented in many forms of exclusionary discipline consequences including, corporal punishment, in-school and suspensions, as well as expulsions. Ask students to hypothesize why this
What I know about PL 94-142 What I want to know about PL 94-142 What I learned about PL 94-142 What I know about “free and appropriate education in the least restrictive environment” What I want to know about “free and appropriate education in the least restrictive environment” What I learned about “free and appropriate education in the least restrictive environment” What I know about how and why some exceptional groups form their own disability cultural groups. What I want to know about how and why some exceptional groups form their own disability cultural groups. What I learned about how and why some exceptional groups form their own disability cultural groups. Cite the primary issues regarding the overrepresentation and underrepresentation of some ethnic/racial groups in special education classes and some of the possible contributing factors. Activity: Research that students of color, especially African American males, are disproportionately referred for special education services. Prior to and even after their special education referrals, a large percentage of these students suffer discipline consequences at rates that far exceed their European American peers. Furthermore, the reasons for their discipline are even more baffling. Ask students to form small groups and come up with definitions for defiance, disrespect, and other as possible discipline codes. Allow five minutes for collaboration and then as a whole group tell the class that they now have ten minutes to develop a consensus for each term. Students will undoubtedly struggle with this activity and may find that it is virtually impossible to come up with a monolithic definition of these concepts since they require subjective interpretation. Tell students that these, and other similar subjective discipline codes, are the main categories that people of color receive discipline consequences such as in-school and out-of-school suspension. Let students know that not only are children of color more likely to be referred for special education services, they also are over-represented in many forms of exclusionary discipline consequences including, corporal punishment, in-school and suspensions, as well as expulsions. Ask students to hypothesize why this
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