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Abstract

The development and implementation of discipline programs for students with exceptional education* needs is a challenging endeavor for school leaders. This case focuses on the application of disciplinary procedures for a chronically disruptive student who is classified severely emotionally disturbed. The case provides a catalyst for educational leadership students to discuss the policies and legal implications of disciplining students with exceptional education needs and the implementation of the Individuals with Disabilities Education Act (IDEA). The case also allows for rich dialogue in the areas of decision-making, school culture and strategies for communicating with teachers, parents, and student advocacy groups.

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References

Board of Education of the Onteora Central School District, 31 IDELR 203 (SEA NY 1999).

Bugaj, Stephen, J. (2000). Avoiding the pitfalls of failing to implement an IEP: Tips for secondary school principals and guidance counselors: NASSP Bulletin, 84(613), 41-46.

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Maag, J.W., and Katsiyannis, A. (2000). Recent legal and policy developments in

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Patterson, J. , Marshall, C. , and Bowling, D. (2000). Are principals prepared to manage special education dilemmas? NASSP Bulletin, 84(613), 9-20.

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School Board of Indian River County, 33 IDELR 57 (SEA FL 2000).

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Student discipline: Individuals with Disabilities Education Act (2001). U.S. General Accounting Office, Report to Committees on Appropriations, U.S. Senate and House of Representatives.

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Taylor, J. and Baker, R. (2002). Discipline and the Special Education Student. Educational Leadership, 59(4). 28-30.

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Zirkel, P.A. (1999). The IDEA's suspension/expulsion requirements: A practical picture. 134 West's Education Law Reporter 19.

Any IDEA what to do about Billy?

Abstract

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References