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

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Title: Using Virtual Learning Labs to (Re)Mediate Exclusionary Discipline Practices for Young Children of Color with Disabilities
Language: English
Authors: Saili Kulkarni, Sunyoung Kim, Nicola Holdman
Source: Critical Education. 2024 15(4):110-131.
Availability: Institute for Critical Education Studies. 2125 Main Mall, EDCP, University of British Columbia, Vancouver, BC, V6T 1Z4 Canada. Tel: 604-822-2830; Web site: https://ices.library.ubc.ca/index.php/criticaled/
Peer Reviewed: Y
Page Count: 23
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Students with Disabilities, Minority Group Students, Children, Discipline, Elementary School Students, Secondary School Students, Electronic Learning, Learning Laboratories, Teacher Attitudes, Parent Attitudes, Administrator Attitudes, Administrators, Elementary School Teachers, Parents
Geographic Terms: California
ISSN: 1920-4175
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 a Learning Lab (LL) 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 LL (re)mediates 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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454672
Database: ERIC
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  Data: Using Virtual Learning Labs to (Re)Mediate Exclusionary Discipline Practices for Young Children of Color with Disabilities
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  Data: <searchLink fieldCode="AR" term="%22Saili+Kulkarni%22">Saili Kulkarni</searchLink><br /><searchLink fieldCode="AR" term="%22Sunyoung+Kim%22">Sunyoung Kim</searchLink><br /><searchLink fieldCode="AR" term="%22Nicola+Holdman%22">Nicola Holdman</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Critical+Education%22"><i>Critical Education</i></searchLink>. 2024 15(4):110-131.
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  Data: Institute for Critical Education Studies. 2125 Main Mall, EDCP, University of British Columbia, Vancouver, BC, V6T 1Z4 Canada. Tel: 604-822-2830; Web site: https://ices.library.ubc.ca/index.php/criticaled/
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  Data: <searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Laboratories%22">Learning Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 1920-4175
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  Label: Abstract
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  Data: 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 a Learning Lab (LL) 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 LL (re)mediates 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.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 110
    Subjects:
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Children
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      – SubjectFull: Discipline
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Learning Laboratories
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Administrators
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Parents
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Using Virtual Learning Labs to (Re)Mediate Exclusionary Discipline Practices for Young Children of Color with Disabilities
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            NameFull: Nicola Holdman
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              Y: 2024
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