EBD Blog

When should a student’s right to participate in education be denied because his or her behavior is inimical to rights of other students’ to benefit from education? When is one student’s behavior so problemsome that his “right” to be in a classroom is trumped by his peers’ right to participate in an orderly learning environment?

Most educators, I would hazard a guess, want to make it possible for students to participate in a minimally restrictive environment. Although the “least restrictive environment” clause of the US special education law is buried pretty deeply in the structural outline of legal guarantees, it is advocated strongly by many people (educators, parents, attorneys, etc.) concerned about special education. And, many advocates argue that it—the “right” to the “least restrictive environment”—is the ace of trumps.

Is it? When does the balance shift from the access rights of an individual to the access rights of the individual’s peers? When are the interests of an individual to participate in “mainstream” education of lesser importance than the interests of peer students’ access to an environment that is conducive to learning (i.e., not disrupted)?

These and some other matters are the likely subjects of discussion at a forthcoming meeting on classroom disruptions. Suitably scheduled for Hallowe’en, the meeting will be held in Washington (DC, US). here’s the basic info:

Class Disrupted: Disorder and Its Effects on Learning and School Culture

October 31, 2007

Location: Washington, DC

Many teachers and principals struggle to create and maintain positive classroom and school cultures–free of disruption, disrespect, bullying, intimidation, and violence. While public school systems are rightly focused on meeting AYP and the other requirements of No Child Left Behind, they must also address the fact that without order and respect, little learning and progress can be achieved. Student misbehavior that goes unaddressed in the hallways and the classroom undermines instruction, stifles the development of character and social skills, and contributes to teacher burnout. This forum will:

* Examine disorderly conditions in schools, including factors contributing to the problem, looking beyond traditional concerns about safety and violence, to acts of disrespect, disregard for school rules, and disruptive behavior;
* Highlight the consequences of disorder in schools, specifically on learning and culture;
* Present new ideas on how law impacts student discipline at the school level; and
* Share key perspectives on what must be done to help restore respect and order and maintain safe and productive schools.

Date: October 31, 2007
Time: 8:00 a.m. - 2:30 p.m.
Registration begins at 8:00 a.m.
Lunch will be provided
Location:

Carnegie Endowment for International Peace
1779 Massachusetts Ave., N.W.
Washington, D.C.

If you’re interested in this topic, contact RSVP@cgood.org. (or for more information, contact Ali Kliegman at akliegman [at] cgood.org or 212.681.8199 x14.

Flash of the electrons to Elona Hartjes of Teachers At Risk whose post, “Class Disrupted: Disorder and Its Effects on Learning and School Culture” brought this to my attention.