Educators are encouraged to use evidence-based practices to address behavioral problems in students with disabilities rather than relying on immediate disciplinary action. (Mike Siegel/Seattle Times/TNS)
The U.S. Department of Education is calling on schools not to use suspensions or other similar practices when disciplining students with disabilities.
The agency said it would “redouble efforts by state and local leaders to reduce reliance on exclusive disciplinary practices” and instead “create a safe and predictable learning environment for students and educators.” I would like to focus on
The message comes this week in a blog post from Valerie C. Williams, director of the Department of Education’s Office of Special Education Programs.
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In the post, Williams pointed out that about 1.6 million children with disabilities were subject to disciplinary action in the 2019-2020 school year, largely unchanged over the past decade. And, she said, these methods are often counterproductive.
“While certain circumstances, particularly safety-related ones, may justify deletion, deletion alone is sufficient to support the student’s behavioral needs and to minimize or prevent challenging behavior before it occurs. It’s rarely the real remedy we seek,” she wrote.
Rather, Williams pointed out, keeping children with disabilities out of school can disrupt their daily lives, cause distress, and make it difficult for children to learn.
“The path to better action cannot be interrupted. We must take a more thoughtful, evidence-based approach,” she said.
Acknowledging that many teachers are ill-prepared to handle behavior problems, Williams acknowledges tips from two Department of Education-funded technical assistance centers on implementing preventive models for addressing behavior. included.
This post is the latest push from the Ministry of Education highlighting how students with disabilities are being disciplined in the country’s schools. It is part of a series in which Williams writes on discipline and behavior, and is part of Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act.
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