When Students With Disabilities Are Removed From the Classroom

The article "When students with disabilities had been removed from the classroom" highlights the issue of exclusionary discipline practices, like suspension and expulsion, that disproportionately affect students with disabilities. The article argues that these practices can harm the students' academic progress, social and emotional development, and lead to a school-to-prison pipeline for some students.
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The article cites different types of studies and reports to support the claim that students with disabilities are more likely to be suspended or expelled than their non-disabled peers, often for minor or subjective reasons, which is somewhat true, I've seen me and some of my peers go through this in Special Ed classes.

As I special ED student in Elementary school, there was a times that I had a higher chance of being suspended because of action out because of frustration of my disability of not being able to able to read from some of the educators' negative comments, in comparing non-disabled peers, staff would say, " the other students are way ahead of you guys in the regular classes". Those comment made some of my peers feel less than.

The article also discusses alternative practices, such as restorative justice and positive behavior interventions and supports, that have shown to be a lot more effective in addressing behavior problems and improving academic outcomes for all types of students.

​Conclusion:
The article raises important issues about the need to address the over-reliance on exclusionary discipline practices in schools and the importance of creating a bunch more of supportive learning environments for all students, particularly those with disabilities.

Article on The New York Times by Ricardo Nagaoka

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