And they wonder whether classroom crises are being exacerbated by a lack of training and supports for special-education teachers. But many observers say that if the discipline issue is not tackled soon it could endanger the protections currently afforded such students by stoking a backlash against special education. And many are looking to resolve the issue in what advocates and policymakers agree promises to be a messy battle when Congress begins work next year on reauthorizing the i.d.e.a. Meanwhile, parents, teachers, and administrators are navigating the system alone. Most observers say that the number of cases that pose serious problems for districts is small.
Every district has at least one apocryphal story.
In 1988 the U.S. Supreme Court ruled in Honig v. Doe that school officials could not suspend for longer than 10 days students whose behavior problems stemmed from their disabilities. Many educators and legal experts, however, have interpreted the ruling to block long-term suspensions for all students with disabilities, regardless of the reason for their behavior. Going beyond 10 days, the Court said, would violate the i.d.e.a. After those 10 days, the student must return to his current placement. During the 10 days, a team of experts, usually teachers, administrators, and psychologists, determines whether the student's behavior is a manifestation of the student's disability.