A Systems Theory Analysis for Ending the School-to-Prison Pipeline: Using Disability Rights Laws to Keep Children in Schools and out of Courts, Jails, and Prisons

Abstract

This chapter considers the school-to-prison pipeline (STPP) within the United States as a network of flows and feedback loops that connects the education and delinquency systems. This system is heavily biased to funnel students with disabilities, disproportionately from low-income minority families, away from productive educational outcomes through punitive, exclusionary, and restrictive measures that too often result in incarceration. Congress intended special education and disability rights laws to ameliorate injustice and ensure long-term positive outcomes for all students. Through a systems theory perspective, this chapter outlines key leverage points inherent in disability rights laws, which can and should be activated to interrupt and reverse the STPP. Many provisions within the law are overlooked or inadequately enacted within current educational practices. The authors present problem-solving strategies, rooted in the Individuals with Disabilities Education Act (IDEA) and other disability rights laws, for educators, juvenile justice advocates, and policymakers to use in order to reduce school exclusion and incarceration of vulnerable youth and to provide education opportunity for all students.

Citation

Kalvesmaki, A. and Tulman, J.B. (2017), "A Systems Theory Analysis for Ending the School-to-Prison Pipeline: Using Disability Rights Laws to Keep Children in Schools and out of Courts, Jails, and Prisons", The School to Prison Pipeline: The Role of Culture and Discipline in School (Advances in Race and Ethnicity in Education, Vol. 4), Emerald Publishing Limited, Leeds, pp. 169-194. https://doi.org/10.1108/S2051-231720160000004009