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Instructor/Advisor

Dr. Christine Shaw

Keywords

Discipline, Special Education, General Education

Abstract

This study examines the disciplinary experiences of 5th-grade students with Individualized Education Plans (IEPs), focusing on the differing impacts of general education versus special education teachers in an urban middle school. While the study is situated within a larger population of students in grades 5 through 8, the sample focuses on 194 5th-grade students from a predominantly Hispanic community. Using a quantitative research design, this study analyzes pre-existing student and disciplinary records to examine patterns in the distribution of merits and demerits (reminders) among students with IEPs compared to their non-IEP peers. The analysis also considers how the source of the disciplinary actions, general or special education teachers, may influence these patterns. The anticipated findings aim to offer insights into how disciplinary practices may disproportionately affect students with disabilities, ultimately informing strategies for establishing a more inclusive and supportive educational environment.

Disciplinary Discrepancies: Exploring Experiences for 5th Graders on IEPs

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