Viewed by: 9746 people Comments (1) Category: Aydin Bal, Discussions Tags: culturally and lingiustically diverse, culturally responsive behavior interventions, disability, equity, positive behavioral interventions and supports
Aydin Bal is an assistant professor of special education at the University of Wisconsin—Madison. Professor Bal studies racial disproportionality and capacity building in local education agencies for systemic transformation. His recent research projects aims at developing culturally responsive intervention methodologies for ecologically valid, socially just, and sustainable transformations in schools. As a practitioner, Professor Bal has worked with youth from historically marginalized communities and refugees who experience behavioral difficulties. He is directing a statewide research project, Culturally Responsive Positive Behavioral Interventions and Supports.
Youth from nondominant cultural and linguistic backgrounds are disproportionately exposed to exclusionary and punitive school disciplinary actions (e.g., detention, suspension, and expulsion) and placed in special education for emotional disturbance (Donovan & Cross, 2002; Losen & Gillespie, 2012). The racialization of school discipline has a long history (Children’s Defense Fund, 1975). These disparities hold today, with African American, Latino, and Native American students disproportionally subjected to harsher punishments for less objective reasons such as disrespect, insubordination, or excessive noise (Skiba, Michael, Nardo, & Peterson, 2002; Losen & Orfield, 2012). Racial disproportionality in behavioral outcomes has been a major social justice problem that contributes to unacceptable and detrimental consequences in the lives of nondominant youth, their families and teachers and the society as a whole (Noguera, 2003).