The School Discipline Process: Charlie’s Case

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Introduction

The discipline process refers to the procedures and strategies a school uses to address and manage student behavior violating the school’s code of conduct or rules. There are many different approaches to school discipline, and the specific process may vary depending on the school and the circumstances of the behavior in question. It is important to note that the school discipline process should be fair, consistent, and respectful and focus on helping students learn from their mistakes and develop better behavior in the future. Therefore, this essay will use Charlie’s case to identify and describe actions to be taken after the violation of the discipline process.

Actions to be Done by the Special Education Teacher

Charlie will be transferred to an Interim Alternative Education Setting because he has been suspended for thirteen school days and, therefore, cannot receive the special education outlined in his Individualized Education Plan (IAES). The IEP group establishes the IAES for Charlie. Students who qualify for IDEA services must be provided within ten days of the request, regardless of location. Charlie will serve his probationary period and attend school for 13 days. Therefore, the IDEA framework includes crucial safeguards, such as the requirement that the school hold a Manifestation Determination Hearing to determine whether or not the event should occur (CPIR, 2017). A manifestation is a discussion at which it is decided whether or not a patient’s behavior is primarily attributable to the child’s disability.

The Person to be Contacted Regarding Charlie’s Suspension

The Charles family and the general education instructor are the first people you should talk to about this situation. It is required that the parents be informed in writing that the change of location happened because of a conduct infraction under section 300.504 of the IDEA (Sanderson & Goldman, 2020). It is essential to get in touch with the AIA office so that efforts can be taken to ensure that the student will continue to have access to education despite the disturbance. Additionally, it is the responsibility of the LEA to inform Charlie’s parents about the problem and submit a procedural safety notice. Because of the removal, the location has been moved.

Stakeholders and the Services to be Provided to Charlie during the Removal

By law, the maximum time a student can be suspended is ten days. Charles was sentenced to thirteen days in jail for breaking the rules. Charles is required to carry out specific responsibilities while being closely supervised. Charles’s individualized education program (IEP) team will decide what educational services the student will receive. The people who have a stake in the matter are the administrator, a psychologist, a teacher, and a therapist with relevant field experience. The student should also be able to continue working toward the IEP goal in a teaching context as a preliminary alternative. This should be considered an additional choice.

Permissible Disciplinary Actions

It turned out that his actions did not point to a disability in this case. Consequently, school personnel can discipline children with disabilities in the same way and for the same time as they would discipline children without impairments (Bradley, 2007). An ordinary student at the school could have benefited from Charlie’s level of discipline. The school would be in charge of Charlie’s disciplinary measures and carry them out. In addition, Charlie’s parents and the school can work together to find a new school for him and create a behavior plan if necessary. Charlie can benefit significantly from obtaining a GDP to better allocate his time and energy toward improving his performance.

Services that will be Provided to Charlie for the Duration of the Disciplinary Action

Regarding services, Charlie is required to continue receiving educational benefits even after he has graduated from school. Charlie receives services that are both relevant to the general program and related to the IEP aims, and the IEP team decides which services will be delivered to him by FAPE and IDEA. Despite this, the institution is under no duty to provide services identical to those offered by the IAES (CPIR, 2017). Always providing him with access to FAPE-compliant training services should be a priority.

Actions to Happen if Charlie’s Parents Appeal the Manifestation Determination

Charlie’s parents can adequately defend their decisions in the Manifestation Determination Hearing. If you want to appeal a decision, you have 20 days from submitting your complaint to submit a Due Process and then attend an Appeal Hearing (CPIR, 2017). A hearing officer will review the matter in depth in light of the appeals process and make a final determination based on the facts presented. The Hearing Officer can also rule on whether or not the kid’s transfer is a breach of school authority, whether or not the behavior is indicative of a disability, and whether or not returning the child to their previous position is likely to lead to injury to other children. If a hearing is required, the SEA or LEA must suggest an immediate consultation process to be completed within 20 school days of the complaint being lodged.

Conclusion

In conclusion, the school discipline process aims to help students understand the consequences of their actions and encourage them to make better choices in the future. These consequences may range from a verbal warning to more serious disciplinary measures, such as suspension. The school monitors the student’s progress and behavior to ensure that they follow the rules and progress toward better behavior. If the student continues to have behavior problems, additional consequences may be implemented.

References

Bradley, R. (2007). IDEA 2004 training curriculum. Washington, DC: National Dissemination Center for Children with Disabilities.

Center for Parent Information and Resources (CPIR). (2017). When is a Manifestation Determination Hearing Necessary? Web.

Sanderson, K. A., & Goldman, S. E. (2020). A Systematic Review and Meta-Analysis of Interventions Used to Increase Adolescent IEP Meeting Participation. Career Development and Transition for Exceptional Individuals, 43(3), 157-168.

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