by Heather Melo

Created on: April 02, 2008

Special Education students are expected, in most districts, to adhere to the school's code of discipline/behavior. Students who are classified as having an Emotional Disturbance deserve the same rights and treatment as students who are not classified. Manifestation Determination states that if a child's behavior is determined to be a manifestation of their disability, he/she cannot be disciplined in a typical manner. That, in no way, means the child is not held accountable. Children who are classified are serviced in self-contained rooms, in most districts. Special Needs students should not be separated from the general education population and serviced in their own wing as though they are criminals! In my building, all Special Education rooms are placed with their grade levels; not separated. It is against the law to do to so!

All students are to be serviced within the Least Restrictive Environment(LRE). This may be resource room services or self-contained or class within a class(inclusion model). Some children require a very small setting in order to achieve educationally. Having this need in no way implies that one should be isolated. Doing so would be ethically corrupt. As a teacher, I have seen even children who do not have an IEP become violent towards others. Behavior Intervention Plans (BIP) are written following a Functional Behavioral Analysis (FBA). When formulated and implemented correctly, most students are able to modify their behavior. The key is to implement the plan effectively. Districts need to educate their teachers on how to do this. Teachers and parents should know that whenever a behavior modification plan is set in place, the behavior increases. This does not mean the plan is not working, it will work, just not in one week. Most school districts have monies set aside so they can service certain disabilities outside of the school. Students must be severely, profoundly disabled in order to be referred to this type of restrictive setting; keep in mind, these are tax dollars.

We have two self-contained rooms that service students who have emotional difficulties. For years I serviced students who were classified with emotional problems. Many of my students had committed violent crimes against others. However, never did one of my students ever hurt or endanger any of the children in my school. There are fifteen hundred students in that one elementary school, and no one was ever put in danger. I ran that room efficiently and my students not only modified their behaviors, but learned. My voice would have been heard had that principal tried to isolate my class. Make no mistake, I ran a tight ship that in no way resembled a traditional setting. My district hires qualified teachers who are able to modify the environment in such a way as to modify the behaviors. Behavior modification is very successful when implemented correctly. If a teacher is unable to contain a child or modify his/her behavior, perhaps that teacher has been misplaced in the system. Suggesting that such children be educated in a separate wing of a school is archaic.

No Child Left Behind states and expects that all children demonstrate achievement on State assessments. That means students who have been classified, as well. Why separate them? If there is a question of safety, maybe some pressure needs to be placed on the administrators to handle the situation and educate themselves on how to educate children with needs. I only hope that people who feel that special needs children should be set aside are not in contact with any children.

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