Past School Discipline Experiences: Perspectives of Disabled Adults.
Autor: | Fraley, Hannah E., Capp, Gordon |
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Předmět: |
POWER (Social sciences)
QUALITATIVE research DIVERSITY & inclusion policies INTERVIEWING STATISTICAL sampling EDUCATIONAL outcomes GROUP dynamics JUDGMENT sampling STUDENTS with disabilities EXPERIENCE STUDENTS SCHOOL administration SCHOOL discipline PUNISHMENT RESEARCH methodology CONCEPTUAL structures SOCIAL networks COLLEGE teacher attitudes SPECIAL education STUDENT attitudes DISCRIMINATION (Sociology) MINORITIES PEOPLE with disabilities PSYCHOSOCIAL factors ADULTS |
Zdroj: | Journal of School Health; Nov2024, Vol. 94 Issue 11, p1069-1078, 10p |
Abstrakt: | BACKGROUND: School discipline has potential life‐long consequences for students. Disabled youth can be misunderstood and experience harsh discipline and are at increased risk for negative outcomes, yet little research includes their voices. The aim of this study was to explore past school discipline experiences among disabled adults. METHODS: Disabled adult perspectives (N = 9) regarding past school discipline experiences were explored employing qualitative descriptive methodology framed by the Peace and Power Conceptual Model. Peace‐Power versus Power‐Over‐Powers involve actions/behaviors reflecting critical emancipation or oppression of those in power. RESULTS: Eight peace‐power versus power‐over themes emerged: "humiliating," "threatening," "escaping," "observing," "avoiding," "diverging," "isolating," and "failing." IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Disabled students can experience oppressive power‐over dynamics separating them from others because they are unable to meet rigid classroom expectations. Educators may lack awareness of structural biases shaping reactions warranting need for school policies and practices promoting restorative justice, social‐emotional learning, and inclusion. CONCLUSIONS: Classroom discipline can represent emancipatory peace‐power or oppressive power‐over powers. Not all teacher interactions represent 1 power or the other. Future research should focus on including disabled student voices informing school discipline practices. Educators' perspectives of their role fostering inclusive classrooms should also be considered. [ABSTRACT FROM AUTHOR] |
Databáze: | Complementary Index |
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