21 Journal of Cases in Educational Leadership Volume 10 Numbers 3&4 September 2007 21-31 © 2007 The University Council for Educational Administration 10.1177/1555458907308649 http://jel.sagepub.com hosted at http://online.sagepub.com Administrative Challenge or Ethical Dilemma? Responding Justly When a Student With a Disability Engages in a Violent or Disruptive Act Susan C. Faircloth Suzanne T. Ritter Felicia R. Wilson Pennsylvania State University This case study involves an 8-year-old American Indian student with a disability, who was videotaped assaulting another student as they exited the school bus. Although acts of school violence are common on campuses across the nation, this incident is particularly complex, given the disability status of the student committing this act. This case provides an opportunity for both practicing and aspiring school leaders to explore a number of administrative and ethical dilemmas related to the discipline of students with disabilities and other special educational needs, utilizing a framework grounded in principles of social justice and equity. Keywords: educational leadership; special education; social justice Case Narrative Description of the School and the Surrounding Community Bear Meadows Elementary school is located in a rural area of a southeastern state, 10 miles west of an American Indian reservation. Until recently, the local economy has been dependent on agriculture-based industries and tourism, thereby lending itself to a highly stable population with limited transience, except for summer months when workers traveled to the area seeking seasonal employment. Because of the school’s close proximity to the reservation and the recent establishment of a tribally operated gaming facility, the school has experienced an increase in the number of American Indians, as well as students from other culturally and linguistically diverse racial and ethnic groups. Approximately 300 students attend Bear Meadows. Seventy five percent of the student body is White, 12% African American, 6% Hispanic, 4% Asian/Pacific Islander, 1% American Indian, and 2% other racial or ethnic groups. The majority of the teaching and administrative staff is White.