Using Virtual Learning Labs to (Re)Mediate Exclusionary Discipline Practices for Young Children of Color with Disabilities

Authors

Keywords:

virtual learning labs, students of color with disabilities, discipline disparities, exclusionary discipline, humanizing practices

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 Learning Labs (LLs) 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 LLs (re)mediate 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.

Author Biographies

Saili Kulkarni, San Jose State University

Saili S. Kulkarni's is an associate professor in special education at San Jose State University. Dr. Kulkarni's research highlights the intersections of disability and race in teacher education. She uses DisCrit (Disability Studies Critical Race Theory) to understand how teachers, particularly special education teachers of color, enact resistance in schools. Dr. Kulkarni also examines restorative and humanizing practices for young children of color with disabilities.

Sunyoung Kim, University of Illinois Chicago

Sunyoung Kim is an associate professor in the College of Education at the University of Illinois Chicago. Dr. Kim's primary research centers on interventions for social behaviors and peer relationships of students with autism and other developmental disabilities in inclusive environments, and qualitative examinations of cultural responsiveness in evidence-based interventions for children with disabilities and their families, including those from diverse racial/ethnic and linguistic backgrounds.

Nicola Holdman, San Jose State University

Nicola Holdman is a practicing early childhood special education teacher for a kindergarten special day class at Evergreen Elementary School in the Evergreen School District, San José, California. She received her master’s degree in special education from San José State University.

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Published

2024-11-02

Issue

Vol. 15 No. 4 (2024)

Section

Articles

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Copyright (c) 2024 Saili Kulkarni, Sunyoung Kim, Nicola Holdman

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