There is no doubt that the school environment must maintain a safe and disciplined learning environment. An enabling environment promotes not only a safe but also, a climate free of disruptions and chaos. Although zero-tolerance philosophy has led to controversy because of its earlier intended purpose of curbing drug indulgence in schools, it has been adopted widely in recent years. Zero tolerance was earlier designed to enhance predetermined consequences that involved punishments mostly in a punitive manner. The policies assumed that separating disruptive students from non-disruptive ones was a measure meant to deter the latter from disruptive activities.
Also, another idea that supported zero tolerance was meant to satisfy an assumption that cracking down on minor violations would prevent serious crimes. As a result, the consequential effect would mean a suspension or expulsion for varied misconduct behavior.
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Most notably, was the fact that attainment of zero-tolerance policies had significant exclusionary discipline on other students of color, and those with disability. Therefore, critiques highlight how zero tolerance has created more harm than good. Concerns arise due to race and social class students where the sanctions are usually applied unfairly. Unfortunately, such practice usually experienced in the public education system in the US diminishes student access to education and continued promotion of inequality and exclusion. Therefore, it is evident that such a disciplinary strategy reduces educational attainment and promotes the culture of ill-mannered students from the schools to juvenile justice systems.
Alternative to Suspension or Expulsion
The federal education legislation has enacted laws that enhance schools to use evidence-based practices, to use punishment modes that have proven results of influencing student behavior. The US has used a specific model that guides schools concerning the prevention of violence. The model is fundamentally based on one, providing primary prevention efforts, which are concerned with majorly conflict resolution, prevention of bullying, installment of discipline through teaching, and social and emotional learning. Two, a secondary level of prevention may involve early screening for potential children who may be at risk of violence, and enhancing anger management and mentoring that reconnects. Three, whenever any form of disruption occurs despite the efforts, their needs to be a multi systematic therapy, for those unique students engaging in violence and disruption.
Q2 A & B
Students blessed with all abilities may push for a classroom that is more inclusive and conveys respect. However, for those with a disability, the normal classroom setting may present unique challenges that must be considered and accommodated. There are significantly diversified characteristics of students with a disability, for instance, and most of those students will usually need to receive special education services to be provided by the schools. For instance, we have children with disability who can be accommodated in a general education classroom. To others, with mild disability, can only be observed under a school set-up, yet others have severe disabilities that need the attention of a specially trained teacher. While others still may never be lucky enough to enter a classroom. Therefore, in a bid to develop meaningful curriculum and assessment, attention needs to be focused on the varied characteristics that a large number of children may possess. In this regard, there is a possibility of creating effective educational policies for these particular set of students, with their varied, yet unique needs.
The dominant construction disability in New York school where I was teaching half-day kindergarten classes was that most of the children had learning disability referred to as Attention-Deficit Hyperactivity Disorder, and half the class had Asperger’s disorder and other Autism spectrum disorders.
The two disorders present inherent social difficulties that result in occurring symptoms and social challenges. As such, children considered as those of the lower class, and those divided along with their racial backgrounds, experience difficulties in connecting with others, thus negatively affecting their social and adaptive functioning.
The program and my internship were significant since I was able to understand that children need to receive individualized education programs, tailored to enhance the specific skills they need in class and, equally on their playgrounds.
