The NJCLD emphasizes improving reading instruction and early identification of learning disabilities as central components of efforts to interrupt the school-to-prison pipeline.
This paper examines the relationship between learning disabilities, literacy challenges, and the school-to-prison pipeline. It highlights factors that can place students with learning disabilities at greater risk, including inadequate reading instruction, delayed or inaccurate identification, limited academic and social-emotional supports, and exclusionary discipline. In this paper the NJCLD outlines strategies for reducing these risks through early identification, structured literacy instruction, well-prepared educators, individualized supports, and more supportive school policies and practices.