Were the student’s actions a manifestation of the student’s disability? The need for policy change and guidance

Lewis, Maria M.

doi:10.14507/epaa.25.2880

Cited by 5 publications

(3 citation statements)

References 9 publications

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“…The current MD standard is subjective in nature and is vulnerable to team biases, thereby making it a complicated process to implement (Lewis, 2017). Despite the inherent limitations associated with the current MD process, when the CPS framework is used for MD facilitation, it not only supports the team decision-making process, it also enables student skill deficits to be more effectively supported in the long term.…”

Section: Discussionmentioning

confidence: 99%

“…For example, consider how documentation may be interpreted or analyzed for the members of Henry’s MD team who are tired of class being interrupted, feel the school is unable to support Henry’s needs, or who have already concluded there is no link between his behavior and disability. Third, the challenges of navigating the MD process require a level of knowledge, rigor, and robust analysis that many educators are simply not prepared to conduct (Lewis, 2017). For example, when determining an MD, many team members struggle with the fundamental understanding of disabilities, especially those encompassing emotional and behavioral needs (Katsiyannis & Maag, 2001).…”

Section: Manifestation Determination Explainedmentioning

confidence: 99%

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Honoring Team Decision-Making During Manifestation Determination Meetings Through Collaborative and Proactive Solutions

Trapp

Gershwin

Robinson

2021

Intervention in School and Clinic

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The Individuals With Disabilities Education Act requires schools to conduct a manifestation determination (MD) meeting when suspending students with disabilities for more than 10 days. The MD procedure is intended to safeguard educational access by providing a process to determine if a student’s disability is related to the suspending behavior. An accurate decision requires educational team members to effectively collaborate to review relevant data and the student’s individualized education program. Collaborative and proactive solutions (CPS) offer a framework for collaboration that may ensure that all team members meaningfully participate during the MD meeting while encouraging a rigorous analysis of student-specific data. The use of CPS is proposed as a framework to generate meaningful collaboration in MD meetings, which may result in positive student outcomes that reach beyond merely addressing a behavioral violation.

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Section: Discussionmentioning

confidence: 99%

Section: Manifestation Determination Explainedmentioning

confidence: 99%

Honoring Team Decision-Making During Manifestation Determination Meetings Through Collaborative and Proactive Solutions

Trapp

Gershwin

Robinson

2021

Intervention in School and Clinic

View full text Add to dashboard Cite

show abstract

“…The goal of an MDR meeting is to ensure that students with disabilities are not being disciplined for behaviors that are caused by their disabilities (Lewis, 2017). From my own experiences as an educator, social worker, and school leader, I can almost say for certain that for most students with disabilities who have extreme behavioral concerns, during an MDR meeting, it will be determined that most behaviors exhibited by the student are in fact a manifestation of their disability.…”

Section: Behavior Interventions For Students With Disabilitiesmentioning

confidence: 99%

Teacher struggles, buy-in, & grade level inconsistencies

Livingston¹

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The problem under investigation was the impact of restorative justice on lowering rates of exclusionary discipline among minority populations. The focus was primarily on students in grades K-12. More specifically, targeted groups included African American and Latino students (particularly males), and parents. Student/teacher relationships were addressed. The restorative justice theory was used as the theoretical framework to ground this research study. The four participants included both teachers and administrators and findings showed that teachers struggled with restorative justice implementation. Additionally, lack of teacher buy-in and lack of consistency among teachers negatively impacted successful implementation of restorative justice. Future practice should be focused on teacher training in restorative justice, creation of a restorative justice handbook, teacher turnover and adult culture, and student engagement. Future research should be targeted on schools using additional behavior intervention strategies that work well with restorative justice for students with disabilities and incorporating Culturally Relevant Classrooms (CRC) to maximize the impact of restorative justice and student learning time.

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Disciplinary disparities by race and disability: using DisCrit theory to examine the manifestation determination review process in special education in the United States

Fisher

Railey

2020

Race Ethnicity and Education

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Were the student’s actions a manifestation of the student’s disability? The need for policy change and guidance

Cited by 5 publications

References 9 publications

Honoring Team Decision-Making During Manifestation Determination Meetings Through Collaborative and Proactive Solutions

Honoring Team Decision-Making During Manifestation Determination Meetings Through Collaborative and Proactive Solutions

Teacher struggles, buy-in, & grade level inconsistencies

Disciplinary disparities by race and disability: using DisCrit theory to examine the manifestation determination review process in special education in the United States

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