Term

Spring 2016

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Michelle E. Benegas

Secondary Advisor/Reader One

Howard Armstrong

Peer-Reviewer/Reader Two

Lea Asmussen

Abstract

This mixed method study explores literature that tries to answer the question: How are schools currently using meaningful consequences that are effective and compliant with state laws, federal laws and district discipline policies for students receiving special education services? The paper looks at special education due process and what educators should do to change unwanted behavior that may exclude the student from their educational environment. It also looks at how schools are still responsible to provide a Free Appropriate Public Education (FAPE). While exploring the literature the paper also explains a research project that includes three different schools that belong to a special education co­op. The research consisted of data collected from administrators using a survey and interview conducted through e­mail. The survey and interview asked administrators what types of consequences they implement in their schools that they find to be effective. The paper reports the finding from each school and analyzes the similarities and differences between the literature and findings of the research to determine what discipline practices are most effective

Research Methodology

Action Research

Keywords

At-risk Students, Classroom Management, Special Education

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