When disciplining a student with a disability, which steps are appropriate?

When disciplining a student with a disability, which steps are appropriate?

• A. Apply standard disciplinary procedures used for all students.
• B. Follow IEP/IDEA discipline procedures, conduct a manifestation determination if required, use positive behavioral supports, and ensure placement remains appropriate.
• C. Remove the student from school for the remainder of the year.
• D. Ignore the behavior and focus only on academics.

Answer: (B)

When a student with a disability is disciplined, the process must follow IDEA to protect the student’s rights and keep learning on track. The team uses the IEP/IDEA discipline procedures, including a manifestation determination review to decide whether the behavior was a manifestation of the disability or due to inadequate services. If the behavior is a manifestation, the team should conduct a functional behavioral assessment and implement or revise a behavior intervention plan, and the student’s placement should remain appropriate unless a change is needed. If the behavior is not a manifestation, standard disciplinary actions can be used, but the student still must receive appropriate services and supports to maintain a Free Appropriate Public Education. Throughout, positive behavioral supports and ongoing provision of services are emphasized. This approach ensures discipline respects rights, addresses behavior with supports, and avoids punitive actions that ignore the student’s needs. Removing a student for long periods without this process or ignoring the behavior would not be appropriate.

When a student with a disability is disciplined, the process must follow IDEA to protect the student’s rights and keep learning on track. The team uses the IEP/IDEA discipline procedures, including a manifestation determination review to decide whether the behavior was a manifestation of the disability or due to inadequate services. If the behavior is a manifestation, the team should conduct a functional behavioral assessment and implement or revise a behavior intervention plan, and the student’s placement should remain appropriate unless a change is needed. If the behavior is not a manifestation, standard disciplinary actions can be used, but the student still must receive appropriate services and supports to maintain a Free Appropriate Public Education. Throughout, positive behavioral supports and ongoing provision of services are emphasized. This approach ensures discipline respects rights, addresses behavior with supports, and avoids punitive actions that ignore the student’s needs. Removing a student for long periods without this process or ignoring the behavior would not be appropriate.