The article discusses the impact of disciplinary removals on students with disabilities, highlighting the case of Cole, a sixth grader who faced multiple suspensions without consideration of his unique emotional and educational needs. The punitive measures in New York City schools are criticized for failing to address the root causes of behavior issues, ultimately contributing to the disengagement and dropout of at-risk students. Instead of punitive actions, the article advocates for schools to provide support and understanding to ensure these students receive equal educational opportunities, aligning with recent legislative efforts.
A disciplinary removal represents a critical turning point in a student's education, especially for those with disabilities. With proper advocacy, this moment can become an opportunity to reinvest in our most at-risk students rather than a step toward disengagement and dropout.
Unfortunately, rather than try to understand Cole's emotional needs or how the school could support Cole in the future to avoid outbursts, his school only focused on punishment for Cole, suspending him three times and disrupting his education for over two months.
New York City schools' punitive approach to addressing behavior issues of students with disabilities not only violates the law but is derailing the lives of students most at risk.
If the city cares about the mental health of New Yorkers as the mayor mentioned, it starts with schools, which can and must do more to give students with disabilities the same educational opportunities as their peers.
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