How to Discipline Students with Disabilities

Theres nonhing more difficult than having to classify a tyke with emotional disability. These children needs special attention rather than the reward-and-punishment method or giving disciplinary action as with any other ceaseless child. The Individuals with Disabilities Education Act (IDEA) provides procedural safeguards designed to assure that students with disabilities were not at random removed from their parent approved program without consent and were guaranteed a supernumerary and appropriate public education (FAPE) within the least restrictive surround (LRE) (Dwyer 1997).These safeguards, however, are oftentimes misunderstood by school officials which tend to impress other students seriously. Kevin Dwyer gave examples wherein students with disability have caused serious troubles without be given hefty disciplinary action. One child, in one of his fits, punched another who was quietly wait in line outside her classroom (Dwyer 1997). Another sets a nut case on fire. A s said by the security specialist, when he was disallow to use the usual disciplinary procedure Those kids get away with execution of instrument (Dwyer 1997).According to Dwyer (1997), there is nothing in IDEA which restricts schools from disciplining students with disabilities. In fact, some would plead that by not addressing these dangerous fashions the student with special needs is not receiving an appropriate education. Both of these children whitethorn need specialized services to deepen the disruptive and dangerous behavior to make sure whatever sketch is used works in preventing a reoccurrence of that behavior. In an attempt to miscellanea magnitude the positive and decrease the negative behaviors, Dwyer provides practical concepts in giving champaign among children with disabilities.One concept in which the school may assert positive behavioural response is establishing a code of conduct that includes consequences for violations which substantially disrupts the rig hts of others to be physically safe and to be educated (Dwyer 1997). Dwyer suggested that children with disabilities need assistance and instructions to skipper appropriate behavior, which basically mean that they need special attention in demonstrating socially appropriate behaviors.He suggested the involvement of parents in teaching the code of discipline to children with disabilities. He too suggested to incorporate the code of discipline in the disable childs IEP (Individualized Educational Program). He held that IEPs are designed to address both conventional academic needs and in meeting each of the childs other educational needs that result from the childs disability (Dwyer 1997). He also said the law provides that schools shall ascertain strategies, including positive behavioural interventions (Dwyer 1997).An example includes that for a child with attention shortage disorder, the IEP goals must include support and specialized help in increase attention and sustained eff ort, probably by rewarding the childs effort for being attentive. For a child who cannot speak clearly or communicate feelings, resource methods for communicating and for coping with frustration must be applied in advance the disruptive behavior becomes routine and results in disciplinary action which may only increase the disruptive behavior (Dwyer 1997). Dwyer held that some of these concepts may also be applied to other troubling students.He held that it is the schools responsibility to represent a safe environment conducive to learning and that any behavior which block learning and the success of educational program should be turn to(Dwyer 1997). It is imperative that school officials find a way to address the behavioral needs of children with disabilities, but, as already mentioned, parents also have the responsibility to partake, of which, in the first place, they should have been the one to initiate. School and parents should work cooperatively to change the pattern of ne gative behavior, Dwyer (1997) said.