Staying with the monthly theme of substances that present health risks (alcohol, tobacco) for individuals with disabilities, as well as illegal substances (drugs), the purpose of the Featured Article, below, is to provide helpful procedural information about how disciplinary action should be conducted.
The article will focus on short and long term removal issues, placement options, immediate conflict resolution protocols, and due process hearings. Further, an example of a behaviour modification plan and a behaviour management plan will be presented. General or adapted physical educators, classroom teachers, assistants, and other professionals could use this information to guide behaviour management intervention, individual education programs (IEP) and/or the interdisciplinary team (IDT).
Phillip
Conatser
Adapted Section Editor
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Discipline Action and Students with Disabilities
Phillip Conatser, University of Texas Brownsville
Although disciplinary action sometimes must be taken, there is no substitute for unplanned or unprepared instruction that facilitates inappropriate behaviors related to students with disabilities. However, if students’ behavior impedes his/her own learning, or the learning of other students then the IEP committee must consider positive intervention strategies, appropriate supports, and services to address those behaviors.
If the IEP committee decides that intervention is needed, it must be addressed and documented in the meeting. If a student with a disability violates school rules, then certain procedural safeguards are in place for the discipline process. These federal guidelines for disciplinary actions should be closely followed, however, each state or school system will have its own exact interpretation for what would be considered potential offenses. For example, rude or disrespectful behavior by a student may be considered reason for detention in Jackson Virginia independent school system while Taylor Mississippi ISD system may consider the offense only a verbal reprimand. Whichever the case, minimum federal standards will be presented.
Short-term removal of a student with a disability for violating a school rule may result in removal of the student from current placement for 10 or less consecutive or cumulative school days in a school year. The school is not required to provide educational services during short-term removals if it does not provide services to students without disabilities. If the school chooses to suspend a student with a disability, the suspension may not exceed three consecutive school days.
Long-term removals are removals for more than 10 school days. Violating school could result in a student who has a disability being removed from their current placement for more than a total of 10 school days in a school year, however, the student has certain rights. These apply to removals such as suspensions, expulsions, and placement in disciplinary alternative education programs.
Beginning on the eleventh school day of removal, the school must provide services to the extent necessary to allow progress in the general curriculum and advancement toward achieving their IEP goals. For example, a student with autism who demonstrates violence toward another classmate because of a change in medication, may receive instructional placement at home until the behavior is stabilized.
Within 10 business days after the eleventh day of removal, the school must (a) provide parent(s) or guardian(s) a written notice of an IEP committee meeting and (b) hold an IEP committee meeting. The IEP meeting should address the students educational program in relation to the behavior, as well as determine the relationship between the students disability and the misconduct.
In some situations the student may already have a behavioral intervention plan, if so, this should be reevaluated including implementation and any changes that need to be addressed toward the behavior. However, if a behavioral intervention plan is not in place, then a behavior assessment should be administered. Based upon the results of the behavior assessment, a plan that addresses the students needs should be developed. It is important that the IEP committee meet as soon as possible to develop the behavior intervention plan.
Download and read the rest of this article on Discipline Action and Students with Disabilities (19 pages).
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I am a college student pursuing a degree in Health and Physical Education. When working with Special Ed students is it better to mainstream them, or to have a separate class working only with the Special Ed students? Please post
in the forum. |
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Malignant Neglect: Substance Abuse and America's Schools. Nine and a half million high school students--60 percent--and almost five million middle school students--30 percent--are going back to schools where drugs are used, kept and sold.
Substance abuse and addiction will add at least $41 billion--10 percent--to the costs of elementary and secondary education this year, in class disruption and violence, special education and tutoring, teacher turnover, truancy, children left behind, property damage, injury and counseling.
These are just two of the disturbing conclusions of Malignant Neglect: Substance Abuse and America’s Schools, this back to school report of The National Center on Addiction and Substance Abuse (CASA) at Columbia University, based on six years of analysis, surveys, focus groups and field investigations. (source)
"Physical Education for the Mainstreamed Student" (PDF, large file: 32 pages; 700K) from the Iowa City Community School District. Also available: for quad-page version (4 pages on 1) of the previous file (PDF, large file: 8 printed pages; 692K).
ARTICLE: Support for Classroom Teachers Involved in Mainstreaming Students with Severe Handicaps. This report presents a summary of the literature in the area of mainstreaming students with severe handicaps, specifically in the area of offering support to the classroom teacher. It also provides results of a study (Stanviloff, 1994) which sought to determine from a group of Saskatchewan educators the components of appropriate support for successful teaching in a mainstreamed classroom. A discussion of the implications of the findings from this study follows, along with recommendations and tips for teachers and administrators in successfully including students with severe handicaps in their regular classrooms. - source
Arguments for and against mainstreaming - There has been a nationwide movement to change regular classrooms so that mildly disabled (and many moderately disabled) students will be educated with their non-disabled peers. This movement of "full inclusion" is consistent with federal regulations that require public schools to provide children with disabilities special education services in the least restrictive setting. Mainstreaming has become an important way to meet this requirement. - source
ARTICLE: (part 1) Mainstreaming and Inclusive Schooling of Children with Developmental Disabilities - This article is slightly difficult to read due to the black text on a yellow background, but the material is very good. Read part 2.
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Generation Hope is a great website that offers many inspirational stories, and lists events in which children with many different challenges overcome adversity. Some are amputees, while others suffer from rare illnesses. It is centered around children and helps give them acceptance by allowing them to see they are not alone in their struggles.
Here is a little about Generation Hope: The Generation Hope Fund was founded by Denny Chipollini in August 2001, as a 501(c)(3) non-profit organization. Denny, as Founder and Spokesperson, along with the other dedicated members of Generation Hope, have made countless strides to help fulfill Generation Hope’s mission and goals. Generation Hope’s message has been inspiring thousands of students of all ages, and adults, through their presentations and various media interviews, features, and profiles.
Here is what one person had to say about Generation Hope:
| “Generation Hope’s founder’s name is Denny. His son was my classmate and was known by many. Because he was different due to an illness that is rare, Kids picked on him constantly which just wasn’t fair. Not many people knew about this kid’s dad, And the terrible car accident that he had had. The doctors said he would never walk on his own, And now he runs marathons for kids who feel all alone. He taught his son Nicholas that being different is great, It’s the way you look at life that determines your fate. Generation Hope spreads this same message from coast to coast, Help the world think about what matters most!" |
Read some other great comments...
Challenge Athletes Foundation raises money to help people with physical disabilities pursue an active lifestyle through physical fitness and competitive athletics. This site offers a lot of interesting information. It tells many stories of athlete’s lives who have overcome the challenges they have faced in life. An overview of the programs that they offer are given, as well as different competitions that they are involved in. The foundation also offers ways of helping to support the foundation, and various other news related to amputees and athletics. Find out more information... |
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The lessons below are for all students, with or without disabilities.
Safe Use of Medicines (gr k-1) - Using student handouts and magazine pictures, students identify pictures that show when to use medicine and who can safely give medicines.
You Can't Tell by Looking (gr 2-3) - Students try to determine the difference in medicine and candy just by looking at samples of both on a poster. They examine various medicine containers and rate their safety for young children, then work in groups to create posters with a message about medicine safety.
To Air Is Human (gr 4-5) - Students learn about the effects of inhalants on their body. Then, using role plays, worksheets, and responses to stories, students describe how decisions about inhalant use could affect their favorite activities.
No Call for Alcohol (middle school) - After a discussion of the effects of alcohol on the body, students practice taking a stand, making persuasive arguments, and using refusal skills. Students work independently to create a fictional pressure situation involving alcohol or other drugs. These situations are then distributed among groups of students who create role plays using a different refusal strategy for each scenario.
Use, Misuse or Abuse? (high school) - Students individually complete a Background Knowledge Inventory and brainstorm as a class the reasons people use drugs. Guided by several student handouts, students discuss drug use situations to determine misuse or abuse and then use scenarios to help assess harmful effects of drug misuse and abuse. |
Sites to See: Life Skills
"Life skills" refer to the information and behaviors that enable people to lead healthy, happy, and successful lives. Life skills Web sites include resources on increasing self-esteem, effective communication, responsible citizenship, decision-making, problem solving and peer pressure.
Zigawhat! Connect With Other Kids. Lots of great resource links can be found here, for connecting with other kids to share, play, learn, get tips from college students and adults with disabilities, and much more.
Teens with Learning Disabilities: Finding a Summer Job When 14-year-old Alex came home from school and announced he was going to get a job, we were both pleased and worried. It was gratifying to hear that he wanted to take that big step toward independence, and even earn some money to help pay for his own pricey video games and basketball shoes. But how would he navigate the application and interview process, given his very weak math and reading skills?
Preparing the School for Your Child with Special Needs - Here's your head start for information to send to teachers about your child's special needs. Follow the links to find information regarding specific disabilities, then download the "How to Assemble a Teacher Information" Packet for step-by-step instructions on using these tips and handouts.
Five Ways to Stop School Behavior Problems Even Before They Start - There are all sorts of reasons why children misbehave in school. By the time a student is reacting with violence, it's too late to institute a quick fix. Newspaper articles about children whose behavior problems have turned tragic often talk about missed opportunities and why nobody helped. Here are five ways to start dealing with problems or potential problems early, when there is still time to work with teachers and administrators to make school a tolerable place for your child.
Loneliness among Children with Learning Disabilities - Few things are harder for a parent to witness than a child who tries repeatedly and unsuccessfully to make and keep friends. Research reveals that children with learning disabilities (LD) are more prone to loneliness. This is the first of two articles.
How to Help a Child with Learning Disabilities Who is Lonely - 2nd of two articles. Children with learning disabilities (LD) are more likely to be lonely than kids without LD. A growing body of research shows that many children with LD face considerable challenges in making and keeping friends. Fortunately for parents of children with LD, research studies also offer some guidance about effective approaches to help children cope with or avoid loneliness. |
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letters to share, or questions about particular topics, please email
one of the following Adapted PE Section Editors: |
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