Keeping Students with Disabilities in School
Preventing Suspensions

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In This Issue ...

ISSN: 1538-320
April 25, 2017

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Pete Wright presents a Wrightslaw Special Education Law & Advocacy Training ConferenceSpecial Education Law & Advocacy Training

May 3 Waterford, MI
May 13 Dunedin, FL
May 19 Napa Valley, CA the case of a child whose behavior impedes the child’s learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior. 20 U.S.C. Section 1414(d)(3)

When schools repeatedly use disciplinary actions, children with disabilities may not be receiving appropriate behavioral interventions and supports.

Students miss classes every day because of behavior caused by their disabilities.

The Office for Civil Rights (OCR) data shows that minority students and students with disabilities are disproportionately impacted.

In this issue of the Special Ed Advocate, you will learn about the school's responsibility in behavior and discipline issues and the newest guidance from US DOE about improving school discipline policies. You will find a Discipline Resource Manual with IDEA's provisions to prevent suspension.

We hope you will forward this issue to other friends, families, or colleagues.
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Resource Manual: IDEA Discipline

Legal strategies and effective educational practices for preventing the suspension of students with disabilities from the Southern Disability Law Center.

Resource Manual includes:

  • detailed discussions of related services
  • the essential elements of quality Functional Behavioral Assessments (FBAs)
  • the essential elements of effective Behavior Intervention Plans (BIPs)
  • the use of PBIS


US DOE Guidance: Providing Behavioral Supports

US DOE Guidance about the IDEA requirement for schools to provide positive behavioral supports to students with disabilities through the IEP process.


Behavior Problems at Recess? Address PBIS in the IEP

Schools are not correct when they tell parents they are not required to provide assistance for activities that do not involve academics or take place after school.

The IEP team must consider all of your child's behavioral needs.


Functional Behavior Assessments

Chapter 13: Adaptive Behavior and Functional Behavior Assessments, page 127.

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