According to research, punishment as meted by schools significantly adversely impacts disabled students when compared to their non-disabled counterparts. The tougher disciplinary actions applied to students with disabilities, with harsher measures enforced for similar misconduct behaviors, exacerbates educational inequalities and fuels the "school-to-prison" trend (Losen & Martinez, 2013).

Disparity in the punitive actions has been anchored on several factors, including a misconstruction of demeanor related to disability and a deficiency in the provision of adequate behavioral support within the educational milieu (Skiba et al., 2006). Such occurrences depict the traditional disciplinary measures an insufficient avenue to address the unique needs of physically challenged students, particularly those grappling with emotional and behavior disorders.

This scenario results in retributive reactions instead of accommodative interventions. Removal from classroom instructions via exclusionary punishment presents untold adverse consequences, including constraints to academic strides and social maturation. This ordeal increases susceptibility to apathy, disengagement, desertion, and juvenile legal system involvements (Wagner et al., 2006).

The aforesaid account underscores the need to address the impact of punitive measures on disabled students. It is necessary to enact tailored interventions beyond the traditional disciplinary frameworks to foster inclusivity and nix disparities in the performance and overall academic outcomes of incapacitated students.

References:

Losen, D. J., & Martinez, T. E. (2013). Out of school & off track: The overuse of suspensions in American middle and high schools. The Center for Civil Rights Remedies.

Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2006). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34(4), 317–342. https://doi.org/10.1007/s11256-006-0011-2

Wagner, M., Kutash, K., Duchnowski, A. J., Epstein, M. H., & Sumi, W. C. (2006). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education.

Although I have not conducted a specific study on this issue, I believe it would be valuable to undertake such research to examine how stereotypes, labeling, and exclusionary practices further isolate persons with disabilities and diminish their self-confidence.