In disciplinary actions for students with disabilities, what determination must be made?

• A. The student’s favorite subject.
• B. Whether the behavior was a manifestation of the disability.
• C. Whether parent consent was obtained.
• D. Whether the student is eligible for VR.

Answer: (B)

The key idea is that disciplinary actions for students with disabilities hinge on a manifestation determination. This decision asks whether the misbehavior that led to discipline is tied to the student’s disability (a manifestation) or not related to the disability (not a manifestation). If the behavior is a manifestation, the IEP team must address it within the special education framework—typically by reviewing or conducting a functional behavioral assessment and implementing or revising a behavioral intervention plan, and ensuring the student continues to receive appropriate services in their current placement. In practice, this means the school can’t rely solely on punitive removal; instead, it must adjust supports and the IEP to address the behavior.

If the behavior is not a manifestation, the school can apply disciplinary actions in the same way as for students without disabilities, using the standard school conduct procedures. This distinction ensures that disability-related needs are addressed when appropriate, while allowing traditional discipline to proceed when the behavior is not connected to the disability.