Understanding Disabilities and its Effect on Student Behavior

My first year teaching was hard. Mostly because I was taught to manage behavior with power. Power dynamics, in addition to racial ones, are some of the leading causes of over-punishment and consequences for Black and Brown students.

According to the 2017-2018 school data, the US Department of Education’s Office for Civil Rights found that while Black boys only accounted for 51.4% of enrollment in K-12 schools throughout the country, they accounted for more than 70% of out-of school suspensions and expulsions. When we look specifically at rates for students with disabilities, we see that when looking at students that were suspended more than once, Black boys are being affected disproportionately. Coupled with the fact that Black girls are suspended at higher rates than than their peers, speaks to the amount of instructional days that students are missing in a given year.

The Individuals with Disabilities Act (IDEA) Section 1415 examines the notion of manifestation determination as it relates to students with disabilities whose behavior violates school codes of conduct. “A misbehavior is considered a ‘manifestation of a disability,’ if the misbehavior was ‘caused by, or had direct and substantial relationship to, the child’s disability,’ or if the misbehavior was ‘the direct result of the LEA’s failure to implement the IEP.” In layman's terms, if a student is behaving in a way that we would expect, according to their disability, then they should not be repeatedly excluded from school, a violation of a Free and Appropriate Public Education (FAPE). So what’s the alternative?

We have to create a plan and execute the plan.

Heavy emphasis on executing the plan, since as outlined in the definition, is a requirement when considering punishment for students violating codes of conduct.

As a result, it is important that as educators, we are understanding student disabilities and disorders and how they manifest in the classroom. This will allow us to 1) extend grace, 2) and respond appropriately with the best practices and strategies.

In our upcoming FREE Webinar, we will specifically dive into three disorders and then share specific ways that we can adjust factors within the locus of our control. While the strategies shared can support students with disabilities, they are general good teaching practices that could benefit all learners.

• Attention Deficit Disorder (ADHD)

• Oppositional Defiance Disorder (ODD)

• Autism Spectrum Disorder (ASD)

If you have not registered and shared the event with your network, please do so here: https://bit.ly/DisabilitiesInClass

We hope to see you on Wednesday, March 13, 2024 at 6:00pm EST.

Can’t make the live event but still interested in receiving the resources? Be sure to register to get immediate access to the replay.

https://www2.ed.gov/about/offices/list/ocr/docs/suspensions-and-expulsion-part-2.pdf

https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1415/k/1