Is there a dual standard of discipline between students with and without disabilities? Explain.

1. Rather than just controlling behavior, per our text, what 3 purposes can be served by disciplining students?

2. Is there a dual standard of discipline between students with and without disabilities? Explain.

3. What are the 3 procedures that protect students from disciplinary action discrimination? (p. 300)

4. What 3 major points underlie the disciplinary changes of IDEA? (p. 301)

5. Problem behaviors for students with IEPs should be addressed in what 3-part manner? (p. 302)

6. What is the purpose of the FBA?

7. What document is developed in the IEP meeting that is based on the FBA?

8. Why can school building administrators remove a child with disabilities from school without convening an IEP meeting first?

9. What are the 3 critical points regarding short-term suspensions? (pp. 304-305)

10. When a suspension exceeds 10 cumulative days, what are the three principles inherent in the educational services he/she receives? (pp. 305-306)

11. Schools can unilaterally exclude a student with disabilities for up to 45 days without a Manifestation Determination meeting when what 3 situations have developed? (p. 308)

12. In what situations may a school request an injunction or TRO to remove a student from the school? (pp. 312-313)

13. Identify the compliance standards governing a Manifestation Determination in IDEA, 2004.

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