Enacting Imprisonment on Students With Significant Support Needs

• In Event: Accepting Responsibility and Reimagining K–12 Educational Spaces

Abstract

This paper address ways in which imprisonment occurs for students with significant support needs in a public separate school. We propose to put forward three ways in which imprisonment occurs: 1) Discursive performances of disabling curricula, instructional routines, and everyday interactions between teachers and students; 2) Physical restraint and incarceration within classroom spaces; and 3) Segregation and confinement in the separate school setting. We further discuss the parallels and the intersections between students with significant supports needs and Black, Brown, Indigenous, and Immigrant experiences in the U.S. provides insight into implications for educators and researchers.

Authors

• Nitasha M Clark, The University of North Carolina at Chapel Hill

• Charna D'Ardenne, University of North Carolina, Chapel Hill