Behavior & Discipline Issues

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School Discipline: The Rights of Students With IEPs and 504 Plans

By Andrew M.I. Lee, J.D.

Some kids have learning and attention issues that cause them to misbehave. If they have an IEP or a 504 plan, what happens if they break a school rule? Can they be disciplined? And if so, how?

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Roadmap to Behavior Support

Making Access Happen

Designed to support you in addressing behavior challenges with young children, each of the Making Access Happen behavior support segments uses a video scenario of a challenging behavior to anchor the learning, discussion, and resources that follow.

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U.S. Department of Education Dear Colleague Letter

The U.S. Department of Education issued guidance (not a mandate) on August 1, 2016, in the form of a Dear Colleague letter that emphasizes the requirement that schools provide positive behavioral supports to students with disabilities who need them. It also clarifies that the repeated use of disciplinary actions may suggest that children with disabilities may not be receiving appropriate behavioral interventions and supports.

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Student Discipline: Understanding What’s Legal, What’s Not, and What a Behavior Intervention Plan Has to Do With It

Behavioral challenges are a hallmark of autism and related disorders. While every parent dreads a phone call from school, the one announcing a suspension is especially feared. The reality is that children with disruptive or dangerous behaviors may be disciplined at some point by their schools. In an effort to help parents understand the regulations about student discipline, this article identifies key points about what is legal and what is not, and what difference a behavior intervention plan can make.

Bullying of kids with disabilities

Feds Warn Schools on Bullying of Kids with Disabilities

In response to an increasing number of complaints, federal officials are reminding the nation’s schools of their responsibilities to ensure that students with disabilities are not subjected to bullying.

No-Bullying

Autism Issues Complicate Anti-Bullying Task

Positive interactions between those with disabilities, other peers seen as crucial

A widely publicized case of two Maryland teenagers charged with assault for bullying a classmate with autism—a classmate who later strongly defended them—illustrates the complexities that schools face

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Discipline, Restraint, and Seclusion

A Special Education Law Workshop

Monday, April 28

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When to Ask for a Functional Behavioral Assessment to Address Behaviors?

by Paul Livelli, Ph.D.

Why Would He Want to Do That?
As a behavioral and educational consultant, I am often asked to come into schools to look at programming for students with autism. 

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The Use of Restraint and Seclusion

MSDE Fact Sheet

The Maryland State Department of Education, Division of Special Education/Early Intervention Services has issued a fact sheet

No-Bullying

Bullying Prevention Must be Everyone’s Concern

Everyone is affected by bullying. The victim, the bully, and those who witness bullying suffer negative consequences. “Bullying can lead to low self-esteem, depression, isolation, and alienation in both the bully and the victim long after the incidents have ended. In addition, many victims of bullying do not want to come to school,