Discipline in Special Education - Case of a Child in Need

Extract

[...] Given Charlie's suspension, the special education teacher needs to initiate conversations with Charlie's parents or guardians as soon as possible. In order to enhance continuous support, his parents need to be notified about his conduct, and this can enhance his parent's guidance during the suspension. Individuals with Disabilities Education Act regulations highlight the importance of parents being informed immediately if a student with a disability faces suspension as a disciplinary action (Goodwin et al., 2020). It is through this sense of communication that his parents are kept updated about the event and measures that the school has taken. [...]

[...] Beyond Speech: Students' Civil Rights in Schools. Laws, 10(4), 80-80. https://doi.org/10.3390/laws10040080 Goodwin, K., Farquharson, K., Yeager Pelatti, C., Schneider-Cline, W., Harvey, J., & Bush, E. (2020). Examining the Quality of Individualized Education Plan (IEP) Goals for Children With Traumatic Brain Injury (TBI). Communication Disorders Quarterly https://doi.org/10.1177/1525740120976113 Patricia, M., Hartman, M., & Wang, Y. (2020). Inclusion and Special Education. Education Sciences, 10(9), 238-238. [...]

[...] These services have to agree with Charlie's individualized education plan (IEP) objectives so that continuing his educational process would not be broken. The educator has to relate with school authorities to enable this provision and, at the same time, update Charlie's parents on time to keep them informed and involved in the decision-making process. Therefore, by performing these tasks, the special education teacher can meet Charlie's educational needs and guarantee him a Free Appropriate Public Education (FAPE) despite the disciplinary issue. [...]

[...] In conclusion, while serving as Charlie's advocate, the special education teacher assumes a critical role in the disciplinary process by using his rights to education as protection. Through the consistent dialogue between the teacher and school administrators, parents are assured that their participation in decision-making is real. Compliance with IDEA guidelines, particularly focusing on the services Charlie gets during suspension and IAES placement, is consistently helping him grow in both academic and behavioral aspects. To remain highly professional and prompt, the special education teacher becomes the key actor in providing the best education for Charlie as well as the appropriate way for the disciplinary problem to be solved. References Center for Parent Information & Resources. (2024). IDEA's Regulations on Discipline Center for Parent Information and Resources. Parentcenterhub.org. https://www.parentcenterhub.org/disciplineregs/ Decker, J. R., Fetter-Harrott, A., & Rippner, J. (2021). [...]

[...] team members, which comprises his parents, special education teacher, administrators, and any other relevant personnel. This collaborative approach of jointly determining Charlie's educational needs, therefore, guarantees a comprehensive and customized support network that is geared towards providing both academic and behavioral assistance during his placement in the IAES on a temporary basis. As the manifestation determination review has concluded that Charlie's behavior has nothing to do with his disabling conditions, thus there is a need for the special education teacher and the IEP team to work together and develop an individualized plan to address Charlie's behavioral problems. The individualized plan should be projected to assist Charlie in attaining his personal goals. [...]