The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights–based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate to IDEA remedies designed to address problem behaviors. We qualitatively examine how educators interpret and respond to citations for racial discipline disproportionality via IDEA at both the district and the school level in a suburban locale. We find that educators interpret the inequity in ways that neutralize the racialized implications of the citation, which in turn affects how they respond to the citation. These interpretations contribute to symbolic and race-evasive IDEA compliance responses. The resulting bureaucratic and organizational structures associated with IDEA implementation become a mechanism through which the visibility of race and racialization processes are erased and muted through acts of policy compliance. Thus, the logic of compliance surrounding IDEA administration serves as a reproductive social force that sustains practices that do not disrupt locally occurring racialized inequities.

《残疾人教育法案》（[IDEA] 2004； IDEA Amendments 1997）是一项基于民权的法律，旨在保护美国学校中残疾学生的权利。但是，在IDEA最初通过数十年之后，特殊教育分类，安置和停学方面的种族不平等现象就显而易见了。在本文中，我们着重于理解特殊教育成果中的种族纪律差异如何与旨在解决问题行为的IDEA补救措施相关。我们定性地考察了教育工作者如何通过IDEA在郊区和郊区的地区和学校级别解释和回应种族纪律不相称的引文。我们发现，教育者以抵消引用的种族化含义的方式来解释不平等现象，反过来会影响他们对引文的反应。这些解释有助于象征性和逃避种族道德观念的合规性响应。由此产生的与IDEA实施相关的官僚和组织结构成为一种机制，通过该机制，种族和种族化过程的可见性通过政策合规性行为得以消除和消除。因此，围绕IDEA管理的合规逻辑是一种生殖社会力量，它维持了不会破坏本地发生的种族不平等现象的实践。由此产生的与IDEA实施相关的官僚和组织结构成为一种机制，通过该机制，种族和种族化过程的可见性通过政策合规性行为得以消除和消除。因此，围绕IDEA管理的合规逻辑是一种生殖社会力量，它维持了不会破坏本地发生的种族不平等现象的实践。由此产生的与IDEA实施相关的官僚和组织结构成为一种机制，通过该机制，种族和种族化过程的可见性通过政策合规性行为得以消除和消除。因此，围绕IDEA管理的合规逻辑是一种生殖社会力量，它维持了不会破坏本地发生的种族不平等现象的实践。