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This goes deeper on one piece of special education law that our overview of disability rights at school only introduces: what happens when a student with an IEP is facing a suspension or placement change that would remove them from their current placement for more than ten school days. The Individuals with Disabilities Education Act (IDEA) does not exempt students with disabilities from school rules, but it does require the school to stop and ask a specific question before piling on ordinary discipline.
The question the meeting has to answer
Within ten school days of a decision to change a student's placement for disciplinary reasons, the school, the parent, and relevant members of the student's IEP team must meet to conduct a manifestation determination review. The question is narrow and specific: was the behavior caused by, or did it have a direct and substantial relationship to, the student's disability — or did it result from the school's failure to implement the IEP as written?
This is not a general conversation about whether the student is a good kid or has had a hard year. It is a factual determination tied to the disability and the IEP, made by people who know both.
If the answer is yes
If the behavior is found to be a manifestation of the disability, the student generally returns to the placement they came from — the disciplinary removal cannot proceed as if the behavior were an ordinary rule violation. Instead, the IEP team is required to conduct a functional behavioral assessment (an analysis of what is driving the behavior) and put a behavioral intervention plan in place, or review and revise one that already exists.
The point of this sequence is that punishment alone does not address behavior that is a symptom of a disability the school already agreed to accommodate. A plan that addresses the cause is the required response, not an optional one.
The special-circumstances exception
There is a narrow carve-out. Regardless of the manifestation determination, school personnel may place a student in an interim alternative educational setting for up to forty-five school days when the situation involves a weapon, illegal drugs, or serious bodily injury to another person. Even here, the student's education must continue in the alternative setting — it is a change of location, not a suspension of educational services.
This exception is specific to those categories. It is not a general override that lets a school skip the manifestation review whenever an incident feels serious.
Disagreeing with the determination
A parent who disagrees with the manifestation determination, or with the placement decision, can request an expedited due process hearing. During that dispute, the student generally stays in the alternative placement while the hearing is pending, rather than returning automatically — a rule usually called 'stay-put' that has its own specific application in the discipline context.
Because this process is technical and time-limited (the ten-school-day window matters), asking the school in writing for the exact date of the manifestation review, and requesting the evaluation data behind it in advance, is worth doing as soon as a long removal is proposed.
请记住
- A removal of more than 10 school days for a student with an IEP triggers a required manifestation determination review within 10 school days.
- If the behavior is a manifestation of the disability, the student generally returns to their placement and the IEP team must address the cause, not just the incident.
- Weapons, illegal drugs, or serious bodily injury allow up to 45 days in an alternative setting regardless of the determination — but education must continue there.
- A parent can request an expedited hearing to dispute the determination, and 'stay-put' rules apply while it is pending.
资料来源
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