Clinical Field Experience C: Roles and Responsibilities of the Special Educator
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FieldExperienceC.docx
Field Experience C: Discipline
Ciara Johnson
Grand Canyon University
SPD-510
Dr. Mitchell
July 28, 2021
I interviewed our Vice Principal Andrea Dixon and Lead Special Education Teacher Orpah Thomas of Melrose High School. Both interviews were very insightful in which we discussed discipline issues especially involving students with disabilities. Currently our school has a vacancy of five special education teacher positions which means where are severely out of compliance so most time is spend trying to get in compliance. We have 638 students enrolled with a special education population around 22%. The purpose of this interview was to discuss their views on important policies, guidelines, and procedures that helped in the determining their responsibilities and how they handle the unique situations.
Most Common Discipline Issues
Mrs. Dixon and Mrs. Thomas have found that most common types of discipline issues with students who have disabilities often include apathy to complete work, moodiness, defiance due to the ability to not do work, sleeping in class, fighting, and horseplay with peers. Most of the attention though is focused on getting the defiant kids on behavior interventions so it will not impact their IEP goal or the climate and culture of the school and classroom. Mrs. Dixon, the Vice Principal, meets with those students regularly as well as put systems in place to let the students take breaks when they get agitated to that level.
Responsibility Regarding Discipline
In- School vs. Out of School Suspension Rules
When approaching the issues of determining of in-school and out of school suspensions
that is determined by several factors. In most cases, a student who gets an out of school suspension generally displays a serious behavior and have broken the school code of conduct. If school hasn’t been following the IEP then that is an issue. In most cases, the IEP team will meet to discuss placement options and other resources before admitting the student back into a classroom setting.
Decision Making Process
Ultimately, it is Mrs. Dixon job in consultation with the IEP team to determine how a
student should be disciplined when a student with disability need to be disciplined for
unfavorable actions. First, they must consider if the behavior was due to the disability of the student. There are other considerations including the failure to implement the student’s IEP properly. Mrs. Dixon mentioned that she must consult with the Special Education case manager and Mrs. Thomas often to determine the appropriate actions can be considered. Calling parent can be effective for most students but for more serious offences, a meeting is held to discuss appropriate actions and placement considerations and implementation of behavior intervention strategies.
Collected Behavior/ Discipline Data
Disciplinary data for student requiring suspensions expulsions, alternative learning
program placements and acts of crime and violence is required by ISBE. Our school collects data on students regarding discipline and behavior issues documented in PowerSchool. PowerSchool allows for teachers and administrators to track student offenses during the school day if a referral or some type of documentation. If needed, Mrs. Thomas writes up disciplinary referrals and document behavior interventions with students and Mrs. Dixon can pull the reports to give parents a timeline of events that lead to meetings or phone calls. This data is also helpful during IEP meetings during the manifest determination review process.
Outside Services
The services offered to students with disabilities differ. Mr. Dixon mentioned that if a
student has an in-school suspension then the behavior intervention team, special education team, and school psychologist will ensure a necessary plan and service is needed to fulfill the suspension. Students in Tennessee just get more time to do make up work or in some cases are provided with services at home, at a local community building, or other alternative placement.
Future Professional Practice
In my journey through this Special Education program and experience in the general
classroom setting, I will play a huge role in the decision regarding. All schools are granted the authority to discipline students including those with disabilities if it complies with the Student Code of Conduct which follow the Shelby County School policies. It is very important to know the policies outlined in the ISBE and the school code of conduct book. As a special education teacher, I will be responsible for implementing those policing and disciplining students with. It was great getting the perspectives of both Vice Principal and Special Education teacher because I understand how they work hand and hand. As a special education teacher, I’ll have to be organized when collecting data, knowing the IEP goals, establishing behavior plans, and being knowledgeable of all the policies and law because they can change and it’s important to know especially when I am at the table involved in the decision making process of determining a student consequences through suspension, expulsion, or a need for change for placement.
