It’s helpful to have a quick look at the sections used to organize IDEA’s disciplinary procedures. These codes vary from place to place, so it may be important for you to get a copy of your local school district or State policies with respect to acceptable (and unacceptable) student conduct.Ĥ-Overview of IDEA’s Discipline Procedures
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IDEA addresses the extent to which schools may take disciplinary action when a child with disabilities violates a local code of student conduct. However, this is not a substitute for reading the more in-depth discussion and analysis that we’ve provided separately (see Discipline, in Detail), which in turn is not a substitute for reading the actual discipline regulations in IDEA, which we’ve also provided here online.Īt the beginning of the school year, children often receive guidelines of expected standards of behavior, dress, academic integrity, and attendance, as well as the consequences of violating those standards. This will give you a sketch of how disciplinary decisions are made. Therefore, this not-so-brief overview will limit itself to identifying the major variables that are involved in disciplinary decision making that can affect a student’s placement. It’s not possible to quickly summarize the provisions, certainly not in enough detail for readers to be able to apply them faithfully. Using them to make decisions about which disciplinary actions may legitimately be taken in any given situation involves many variables, many “if-this, then-that” decision points. This authority may be exercised only in specific circumstances, which we will discuss here.Īs we’ve said, IDEA’s discipline provisions are complicated. Under certain conditions, the actions that schools can take include removing students with disabilities from their current placement, placing them in an interim setting or, if appropriate, suspending or expelling them. Even so, they remain complex, spelling out the authority of school personnel to take disciplinary action when the student violating the code of conduct is a student with a disability. IDEA’s discipline provisions were first introduced in the 1997 amendments and have been retained in the 2004 amendments, where they’ve been streamlined. In keeping with that concern, it’s not surprising that IDEA includes provisions that address the discipline of children with disabilities in school settings and at school functions.
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Providing safe environments in which children can learn, free of drugs and violence, is one of education’s top priorities. States, schools, and communities are understandably very concerned with school safety these days.