Compliance, Conformity, and Procedure: A Critical Analysis of Behavior Supports for Disabled English Language Learners

• In Event: Reframing the Narrative: Deconstructing Assumptions Behind Special Education Policies and Practices

Abstract

Despite accountability mechanisms written into education policies, multiply marginalized students continue to be subjected to hyper-surveillance and rigid disciplinary measures which are unresponsive to the needs—and rights—of diverse communities. This paper investigates how teachers’ conceptualization of behavior supports for disabled English language learner (ELL) students hinge upon rigid expectations for student compliance, conformity, and responsiveness to intervention. The authors present findings from a larger study wherein a theoretical framework based on Disability Critical Race Theory (DisCrit) is used to discuss how limited understanding and access to culturally responsive and sustaining approaches to communication and behavior support exacerbate exclusionary practices and inequities for disabled ELL students.

Authors

• Chelsea Stinson, Syracuse University

• Valentina Migliarini, University of Birmingham