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For twenty-five years I taught high school special education in the most "at-risk" school our city had to offer. With 11 other high schools in our system, ours was the one to avoid. Real estate agents advised clients to buy elsewhere. Poor test scores, poor discipline, and constant fights were expected from us. That was our regional reputation, but that was not our reality!

What made the difference? Why did so many of our faculty members teach their entire careers without ever requesting transfers? The answer is simple. For most of my twenty-five years at that school, we were fortunate to have a variety of administrators who mostly enforced discipline! Students, like people everywhere, rise to the occasion. If they have clear rules, and fair, enforced consequences, they will meet the expectations. The very best administrator that we had the good fortune of working with had high expectations for everyone. This included himself, his administrative team, his faculty members, his staff, and his students-make that all students!

I have seen time and again, how special education students, at least at the high school level, react to high expectations in the area of discipline. Let's face it, special education students are like students everywherethey're going to push the limits and get away with whatever they're allowed to get away with. When parents and students both understand what the rules are, and what the consequences will be for breaking them, the guesswork is over and the excuses are gone. Were special education students disciplined in greater numbers due to their impulsivity or other behavioral characteristics? No they were not. In fact, just the opposite occurred. Special educations students react well when things are straightforward and predictable! It's the inconsistencies that throw them off track.

How can I be so sure about this? Well, unfortunately, not all of our administrators believed in strict discipline policies. Each time that happened, student discipline, both for general education students and special education students took a nosedive. But sure enough, a year or two later, with a new administrator and a tougher policy, discipline was back under control and the sailing was smooth!

It is my opinion that we do our special education students a disservice by making behavioral allowances for them because they're "special." I predict that their bosses won't be making allowances for their behavior and I can guarantee that the court system won't be making allowances for their behavior. It is up to the parents and the teachers to teach students appropriate behavior and the consequences that will result from inappropriate behavior. By all means, special education students should be held to the same codes of discipline as mainstreamed students!

Learn more about this author, Gail Davis.
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