Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act’s (IDEA’s) Discipline Provisions (PDF)
This document updates and supersedes the Office of Special Education and Rehabilitative
Services’ (OSERS) guidance titled Questions and Answers on Discipline Procedures,
issued in June 2009 and includes additional questions and answers that address topics
that have arisen as the field continues to carry out the discipline provisions of IDEA and
its implementing regulations. Key topics include removing a child with a disability from
their current educational placement and the responsibilities of individualized education
program (IEP) teams to address the behavioral needs of children with disabilities through
the evaluation, reevaluation, and IEP development process to ensure the provision of a
free appropriate public education (FAPE).
Citation/Source
Office of Special Education Rehabilitative Services. 2022. Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions https://sites.ed.gov/idea/files/qa-addressing-the-needs-of-children-with-disabilities-and-idea-discipline-provisions.pdf (accessed September 16, 2022).
Publication Date 2024
The Data Center for Addressing Significant Disproportionality
The Data Center for Addressing Significant Disproportionality (pronounced DEE-KAS-DEE) is a U.S. Department of Education-supported center dedicated to working with state and local education agencies to help build their capacity to identify and address significant disproportionality by more accurately collecting, reporting, analyzing, and using their IDEA data.
Citation/Source
The Data Center for Addressing Significant Disproportionality (pronounced DEE-KAS-DEE) is a U.S. Department of Education-supported center dedicated to working with state and local education agencies to help build their capacity to identify and address significant disproportionality by more accurately collecting, reporting, analyzing, and using their IDEA data.
Publication Date 2024
Addressing Disproportionality: Hard Work and Heart Work
The editorial delves into the Comprehensive Coordinated Early Intervening Services (CCEIS), mandated by the Individuals with Disabilities Education Act (IDEA) to address disparities in the treatment of students of color within local educational agencies (LEAs). When LEAs disproportionately identify students of color in certain categories or discipline them, they are labeled "disproportionate" or "significantly disproportionate."
The California Department of Education (CDE) State Performance Plan Technical Assistance Project (SPP-TAP) supports LEAs in CCEIS work by guiding them through data analysis, root cause identification, improvement planning, and implementation monitoring. Despite initial overwhelm, educators appreciate the structured approach provided by SPP-TAP TA Facilitators.
The editorial provides examples of successful strategies in districts like Evergreen Elementary Alameda Unified, and Pittsburg Unified such as engaging families through community liaisons and personalized learning plans for "focal scholars." It discusses efforts to address racism, cultural disconnect, and implicit bias through staff training and community outreach. There’s also a focus on empathy and inclusion, alongside efforts to dissolve traditional disciplinary methods and address cultural biases, exemplifies a commitment to equity.
Citation/Source
Citation: California Department of Education. 2024 Addressing Disproportionality: Hard Work and Heart Work 2024, www.sipinclusion.org/2024/03/11/the-special-edge-newsletter-winter-2023/. Accessed 14 May 2024.
Publication Date 2024
