Discipline of Young Children With and Without Exceptionalities

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An educator's job continues beyond merely teaching kids academic skills; an educator must also understand how to discipline students. Learning how to discipline students is a crucial skill for any educator, and its importance is magnified when working with children with special needs.
Student Discipline according to Part B of IDEA
Part B of the Individuals with Disabilities Education Act (IDEA) states that students with disabilities have several legal rights related to student discipline. Educators must understand these policies to deal with circumstances where students may encounter disciplinary concerns.
Part B requires the school to undertake a Manifestation Determination Review (MDR) if a student with a disability faces disciplinary action that would result in a change of placement. This evaluation assesses if the student’s behavior is due to their disability or a breach of the school’s code of conduct. Furthermore, students with disabilities are exempt from long-term suspensions or expulsions if their behavior is a symptom of their disability. Suspensions for short periods are permitted but should not exceed ten school days yearly. It also specifies that schools are forbidden to expel students with disabilities from their current educational placement for a certain period unless they provide a free, adequate public education. Educational services must be provided in alternative places. It further stipulates that any changes in placement as a result of disciplinary actions must be addressed during the student’s Individualized Education Program (IEP) meeting (Centers for Disease Control and Prevention, n.d.)
Part B of the IDEA ensures that a student who has a disability still has a privilege when it comes to disciplinary concerns. A student’s behavior may be influenced by his or her disability, and if this occurs, the IEP must be modified. Therefore, Part B ensures a balanced approach to discipline for students with disabilities.
Court Cases that Address the Discipline of Children Between the Ages of 3 to 8
Case 1
Board of Ed. v. Amy Rowley
Amy Rowley was a deaf student. The school extended their hand for Amy to do well in her studies. However, when their family's request for an interpreter for Amy was denied, the family demanded a hearing. The case revolved around the Individuals with Disabilities Education Act, which ensures that students with disabilities receive free, adequate public education. However, the issue concerns the need for Amy to have an interpreter in class (Wrightslaw, n.d.) This case has significant legal implications in the field of early childhood education. The case established that FAPE only sometimes implies offering the most significant education available but rather an education suited to the student’s needs.
Case 2
Rogich v. Clark County School District
The parents of Rogich, a kindergartener with autism, filed a lawsuit against the school district in order to be reimbursed for private school tuition. They claimed their child was not receiving the appropriate education or FAPE as required by the Individuals with Disabilities Education Act (IDEA). This law guarantees t...