Chapter 13: Disciplining Students with Disabilities
Test Questions
True or False
1. When using in-school suspension with students with disabilities, it is not necessary to
continue the student’s FAPE.
2. Emergency procedures such as immediate suspension and physical restraint cannot be used
unless parents are notified and are allowed to witness the procedure.
3. Students with disabilities who attend public school are subject to a school district’s regular
discipline policies.
4. A court may find that a special education student was deprived of a FAPE if the student’s
problem behaviors were not addressed in the IEP.
5. A legally and educationally acceptable behavior intervention plan (BIP) is one that describes
prohibited behavior and specifies consequences for the misbehavior.
6. Under the IDEA, most discipline procedures used with students in public schools must be
adapted to meet the needs of students in special education.
7. The IDEA does not establish a limitation on the number of days per school year students with
disabilities can be suspended from school.
8. According to the U.S. Supreme Court corporal punishment in schools is prohibited by the
constitution.
9. Emergency procedures such as immediate suspension and physical restraint cannot be used
unless parents are notified and are allowed to witness the procedure.
10. It is up to the IEP team to decide which behaviors are impeding the learning of the student
and his or her peers and, therefore, should be addressed in the IEP.
Multiple Choice
1. The first case in which the U.S. Supreme Court ruled that schools cannot unilaterally change
the placement of children through expulsions was
a. Stuart v. Nappi
b. New Jersey v. T.L.O.
c. Honig v. Doe
d. S-I v. Turlington
2. Federal courts have held that it is a change of placement to suspend students for
a. more than 3 consecutive days.
b. more than 5 consecutive days.
c. more than 10 consecutive days.
d. more than 30 consecutive days.
3. Which of the following procedures is not required for suspensions of fewer than 10 school
days? a. Advise student of the reason for the suspension.
b. Give the student an opportunity to explain their side of the story.
c. Promptly notify the parent or guardian.
d. Give the student’s parents the opportunity to appeal the decision
e. Continue educational services.
4. A manifestation determination hearing must be conducted when expelling students with
disabilities or suspending them for over 10 days. According to the IDEA (may be more than
one) a. when misbehavior is related to the disability, the child can be expelled.
b. when misbehavior is related to the disability the child cannot be expelled.
c. educational services may cease when a student is properly expelled.
d. the IEP team must conduct the determination meeting.
5. Following the principle of hierarchical application which disciplinary procedure should be
attempted first?
a. Expulsion
b. Timeout
c. Proximity control
d. Response cost
6. An example of a controlled disciplinary procedure is
a. in-school suspension.
b. response cos.
c. detention.
d. corporal punishment.
7.
Educational services must be provided to a student with disabilities if he or she is suspended
a. 5 cumulative days
b. 10 cumulative days
c. 20 cumulative days
d. 30 cumulative days
8. Which of the following disciplinary actions may be a violation of Section 504? (May be
more than one answer)
a. Bill, a 4th grade student with emotional and behavioral disorders, is not allowed
to go on a class field trip because he received an office referral for violating
school rules the week before the trip. Other students in general education classes
who received an office referral during the week before the trip only had to stay in
from recess the day they received the referral.
b. Jeremy, a student in special education, was required to serve one day of in-school
suspension for running in the hall. John, a student in general education was also
caught running in the hall, he was sent to the office and the principal reprimanded
him.
c. David, a student with autism, was suspended for 20 consecutive days for breaking
a vase on the teacher’s desk.
d. Stacey, a student in a special education resource room was sent to isolation
timeout, even though this procedure was specifically prohibited in her IEP.
9. School officials may unilaterally remove a student with disabilities from school for 45
calendar days and place him or her in an interim alternative educational setting for the
following behaviors. (May be more than one answer)
a. bringing, possessing, or acquiring a weapon at school, on school premises, or at a
school function.
b. serious noncompliance at school, on school premises, or at a school function.
c. knowingly possessing, using, or selling illegal drugs at school, on school
premises, or at a school function.
d. selling a controlled substance at school, on school premises, or at a school
function.
e. inflicting serious bodily injury to another person while at school, on school
premises, or at a school function.
10. An interim alternative educational setting (IAES) may be used for disciplinary purposes in
which of the following specific circumstances? (May be more than one answer)
a. violation of any school rules.
b. short-term disciplinary removal for 10 days or less
c. long-term disciplinary removals
d. when ordered by a school board
e. when ordered by a hearing officer
Short Answer
1. What is the purpose of a functional behavioral assessment (FBA)? When must an FBA be
conducted?
2. Identify two situations in which an FBA must be conducted by the IEP team.
3. What factors are considered in determining whether a series of suspensions would constitute
a pattern of exclusions?
4. What are school wide discipline policies? What is their purpose and how do they apply to
students with disabilities? Should school wide discipline policies be included in students’
IEPs?
5. All students have substantive due process protections regarding discipline. Discuss these
rights.
6. Explain four procedures that school officials should follow to ensure that they don’t violate
Section 504 when disciplining students with disabilities.
7. According to Congress there were four major goals of the disciplinary changes of IDEA
1997. Explain these goals.
8. Discuss how IEP team members should address a student’s serious problem behavior.
9. What is a behavior intervention plan? What is its primary purpose and when should it be
developed?
10. In certain situations, the IDEA provides protection against suspensions and expulsions when
students have not yet been determined to be eligible for special education. In what situations
could this occur?
Essay
1. Explain permitted, controlled, and prohibited disciplinary procedures, give examples of each
procedure.
2. What is a manifestation determination? When must it be performed, why, and by whom?
3. If you were a school district official and were responsible for developing school district
policy on disciplining students with disabilities, what policies would you implement?
4. When a student is suspended or expelled when should educational services be provided?
Chapter 13: Disciplining Students with Disabilities
True or False
Multiple Choice