As an administrator, what steps will you take to ensure that students with disabilities receive appropriate educational placement when behavioral issues arise?
The atmosphere of a school starts from the top; the administration sets the tone for teachers, support staff, parents, and students. As an administrator, it is essential that high expectations are set from the start of the school year. This includes: high expectations of teacher and staff instruction, parent involvement, and student participation and achievement. The first step I would take as an administrator is to set the tone in a positive manner by communicating this expectation through example. Creating positive and informative staff development days, keeping up with evaluations in a timely and orderly manner, and being visual in teacher classrooms is a great way to exemplify to teachers high expectations. Teachers will then pass the “message” along to students and parents in setting high expectations in their classroom through developmentally appropriate instruction and assessments. Through this instruction, the hope is for students to be academically challenged at their level rather than being bored and/or frustrated. Hughes and Adera (2006) find, “Research has consistently demonstrated that one of the most effective deterrents against inappropriate student behavior is active, engaging, and relevant academic instruction” (p. 27). Students who consistently experience academic failure tend to use behavior as a way to escape from a situation; the behavior is not usually positive (Gable, Bullock, & Evans, 2006).
That being said, the second step as an administrator relates directly to the first step: to prevent behavior issues as much as possible. As students are actively engaged in a good cause, their time to misbehave diminishes. Administrators are responsible for setting the master calendar of class sections. It is important to take into consideration the types of classes students will need in order to be successful and where they should be placed each year. It is also the responsibility of the administrator to suggest strategies to teachers who may struggle with behavior management. Some academic strategies teachers could implement in their classroom include but are not limited to: engaging activities rather than worksheets, instruction in organization and study skills, instruction using higher order thinking skills, instruction relevant to student interests and the world they live in, ongoing assessment of progress (progress monitoring), and practice of social skills and problem solving techniques (Hughes & Adera, 2006).
As an administrator, knowing the regulations and laws is essential (as in every aspect of special education). Congress just amended a section to IDEA in 1997 that specifically addressed discipline issues (Bateman, 2007). These amendments are detailed, but require students with disabilities receive a free and appropriate education while establishing a safe environment for all students. Part of knowing the laws also requires documentation of behavioral issues and discipline procedures. This includes past history documented by parents, staff, teachers, and administrators. Students with disabilities are required to follow the school’s discipline procedures. However, out of school suspension may not exceed ten days. If the student brings illegal substances to school, weapons, or inflicts bodily harm on another, they may be removed for no more than 45 school days. The key component is to know the appropriate placement for students when moved to an alternate setting and to continue services if required by law. The previous steps and documentation should allow for administration to collaborate with teachers, staff, and parents to find the appropriate setting for the student’s least restrictive learning environment even when behavioral issues arise.
Resources
Bateman, D.F. (2007). The special education program administrator’s handbook. Boston, MA: Pearson Education.
Gable, R.A., Bullock, L.M., & Evans, W.H. (2006). Changing perspectives on alternative schooling for children and adolescents with challenging behavior. ProQuestion Education Journals, 51 (1), 5-9.
Hughes, A.F., & Adera, B. (2006). Education and day treatment opportunities in schools: strategies that work. ProQuest Education Journals, 51 (1), 26-30.
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