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ERIC Number: ED481303
Record Type: Non-Journal
Publication Date: 2003-May
Pages: 34
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Special Education: Clearer Guidance Would Enhance Implementation of Federal Disciplinary Provisions. Report to the Ranking Minority Member, Committee on Health, Education, Labor and Pensions, U.S. Senate.
Shaul, Marnie S.
This paper examined the placement of special education students removed from their educational settings for disciplinary reasons, the extent to which local school districts continue educational services for these students, and how the U.S. Department of Education provides support and oversight for special education disciplinary placements under the Individuals with Disabilities Education Act (IDEA). The study involved surveys and site visits of special education disciplinary placements in three states, Illinois, Maryland, and North Carolina. The study found that disciplined special education students were primarily placed in in-school suspension rooms or out-of-school suspensions at home for periods of 10 days or less. Students who were removed for longer than 10 days were primarily placed in alternative schools or homebound placements. Schools reported that they provided these students with such services as self-paced instructional packages, tutoring by special educators, and counseling. State and local officials reported that guidance from the Department of Education on federal requirements has not been specific enough. The report recommends that the Secretary of Education issue supplemental guidance to state and local agencies concerning IDEA's disciplinary provisions and that the department conduct periodic site visits in its oversight system. Appendices include responsive comments from the Department of Education. (DB)
U.S. General Accounting Office, P.O. Box 37050, Washington, DC 20013 (first copy free; additional copies $2 each). Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov. For full text: http://www.gao.gov.
Publication Type: Legal/Legislative/Regulatory Materials; Reports - Evaluative
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: General Accounting Office, Washington, DC.
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act