Case-Based Instruction to Teach Educators about the Legal Parameters Surrounding the Discipline of Students with Disabilities

Pazey, Barbara L.

doi:10.1080/01626620.2017.1292160

Cited by 8 publications

(7 citation statements)

References 26 publications

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“…Referring to the vignettes provided by the author to interviewees, P103 commented, "I think what's really valuable is like what you did, is putting out some scenarios and talking about as a group of principals, what would you do in this situation and I don't think we do enough of that actually". While not reflective of the workshops and seminars that these principals had attended, this case-based approach aligns with recommendations made in overseas legal literacy research (Decker & Pazey, 2017;Decker et al, 2019). These studies emphasise the need for training to not only impart legal knowledge but to teach principals how to apply the law through practice-based scenarios (Decker & Pazey, 2017;Schneider, 2021;Trimble, 2017).…”

Section: Professional Development For Principalsmentioning

confidence: 84%

“…While not reflective of the workshops and seminars that these principals had attended, this case-based approach aligns with recommendations made in overseas legal literacy research (Decker & Pazey, 2017;Decker et al, 2019). These studies emphasise the need for training to not only impart legal knowledge but to teach principals how to apply the law through practice-based scenarios (Decker & Pazey, 2017;Schneider, 2021;Trimble, 2017).…”

Section: Professional Development For Principalsmentioning

confidence: 84%

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The rights of disabled ākonga: Bridging the gap between law and practice

Leete

2023

Kairaranga

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All children in Aotearoa New Zealand have the right to enrol in and receive a quality, inclusive education. Despite this, a recent report by the Education Review Office ([ERO] 2022), the government’s external education evaluation agency, identified numerous ways in which disabled ākonga are excluded from and within the education system. This article explores one of ERO’s key findings; principals lack understanding of their legal obligations with respect to disabled ākonga. Through contextualising this finding within national and international literature on principals’ legal literacy, the urgent need for professional development (PD) to develop principals’ understanding of the relevant law is highlighted. Recommendations for the content and delivery of this PD are outlined along with regulatory measures to safeguard the rights of disabled ākonga. Watch the interview with Nicola Leete.

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Section: Professional Development For Principalsmentioning

confidence: 84%

Section: Professional Development For Principalsmentioning

confidence: 84%

The rights of disabled ākonga: Bridging the gap between law and practice

Leete

2023

Kairaranga

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“…Gilbert (2017) examined the benefits of a scenariobased training approach. More recently, Decker and Pazey (2017) and Schneider (2020) identified the value of delivering case-focused instruction that could embrace context and improve critical thinking.…”

Section: Instructional Methodsmentioning

confidence: 99%

“…These core descriptors were affirmed over 25 years ago by Bull and McCarthy (1995), who used the terms legal product to describe legal knowledge or content and legal process to depict the application of that knowledge. These core elements have long been supported by contemporary scholarship (Decker, 2014;Decker & Brady, 2014;Decker & Pazey, 2017;Decker et al, 2019;Schneider, 2020;Taylor, 2001). Although there is more work to be done, in the two-part legal product and legal process description articulated by Bull and McCarthy (1995) represents the accepted unofficial definition of legal literacy.…”

Section: Legal Literacymentioning

confidence: 96%

School Administrators’ Priorities for Legal Literacy Training

HUGHES

2023

Research in Educational Administration and Leadership

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Legally astute educational leaders are essential to successfully execute any school's mission. This article relays practitioner viewpoints concerning priorities and preferred instructional approaches concerning legal literacy training. In doing so, the article advances overwhelming participant support for context-focused real-life legal literacy preparation. Remarkably only ten percent of the research participants reported receiving this suggested type of leadership preparation. Administrator-recommended approaches consistent with problem-based instruction would be more familiar to aspiring leaders, inspire greater awareness and confidence, and be more consistent with the sensemaking responsibilities already tied to their existing administrative roles. Finally, with expanding awareness of escalating challenges, including fallout from continuing culture wars and other national conflicts, the article contemplates literacy skills administrators could need in the future.

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“…Second, there is some unknown number of students with disabilities that are unserved by IDEA that are probably experiencing exclusionary discipline at the same rate or even higher rate than students with disabilities served under IDEA. Furthermore, students with disabilities unserved by IDEA have been previously noted as a vulnerable population with respect to exclusionary discipline given that these students are not receiving services under IDEA (2004) (e.g., Crepeau-Hobson & Leech, 2022; Decker & Pazey, 2017; Mallett, 2017; Mallett et al, 2011).…”

mentioning

confidence: 99%

Expelled Students in Need of Special Education Services Using Bayes’ Theorem: Implications for the Social Maladjustment Clause?

Barnard‐Brak

Stevens

Kearley

2023

Behavioral Disorders

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The purpose of the current study was to determine the probability that a student with a disability not being served by Individuals with Disabilities Education Act (IDEA) would be expelled. Expulsion data were obtained from the Civil Rights Data Collection produced by the U.S. Office of Civil Rights. The latest data from all 50 states and the District of Columbia for the 2017 to 2018 school year were analyzed. Bayes’ Theorem was used to determine this probability based upon existing probabilities and conditional probabilities. Analyses were also conducted by state and ethnicity. Results indicated that 1 in 14 of expelled students is likely to have an unserved disability under IDEA but variability according to race/ethnicity nationwide and by state was observed. Students who were White were the least likely to be an unserved student with a disability under IDEA among those expelled. The findings encourage investigation into the intersection of variables, especially the importance of including disability status and ethnicity when explaining disparate and punitive discipline. Practitioners, especially school psychologists, work at this intersection and can influence both special education identification and discipline practices.

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Case-Based Instruction to Teach Educators about the Legal Parameters Surrounding the Discipline of Students with Disabilities

Cited by 8 publications

References 26 publications

The rights of disabled ākonga: Bridging the gap between law and practice

The rights of disabled ākonga: Bridging the gap between law and practice

School Administrators’ Priorities for Legal Literacy Training

Expelled Students in Need of Special Education Services Using Bayes’ Theorem: Implications for the Social Maladjustment Clause?

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