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ERIC Number: ED559861
Record Type: Non-Journal
Publication Date: 2013
Pages: 201
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-2798-8
Manifestation Determination Reviews and School Team Decision-Making with Students with Emotional/Behavioral Disabilities
Walker, Jennifer D.
ProQuest LLC, Ph.D. Dissertation, George Mason University
Manifestation determination teams are required by law to determine the relationship between a student's disability and behaviors that lead to disciplinary action when a student with a disability is either excluded from school for more than 10 days, is put in an interim alternative placement, or is under consideration for a change in placement. Manifestation determination reviews have been an evolving legal mandate with political undertones, continually raising issues about fairness and the protection of students with disabilities. Objections surrounding manifestation determination include concerns with the method and the decision-making process. Arguments against the manifestation determination process can be categorized into issues concerning guidance, politics, and equity. In this study, hidden profiles were used to construct student case profiles in a mock manifestation determination meeting. Team decision-making was examined utilizing both general and special educators as participants. In addition, the differences between general and special educators when making a manifestation determination were explored. Eight secondary special educators and eight secondary general educators participated as groups in four mock manifestation determination meetings. Hidden profiles were used to create non-manifestation and manifestation case studies. In each manifestation determination meeting, either the special educators or general educators held the weight of hidden information which was embedded in individual case studies. Educators made both individual and group manifestation determinations and reported the most influential pieces of information impacting their decision-making. Results indicated that all educators discussed and repeated a higher percentage of shared information than unique information about the student's cases. Further, special educators discussed approximately twice as much shared and unique information than general educators during the manifestation determination meeting, regardless of whether or not they held the majority of the case study information. Overall, participants found the manifestation determination process to be an effective way to discuss student behavior, but special and general educators approached the determination process differently. Further discussion, as it relates to issues of fairness, equity, and dual disciplinary challenges are presented along with implications for practice, limitations, and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A