We had a special ed girl here at our school who was so disruptive that every day was a nightmare. It took us 4 months to get her to a facility where they could handle her and
we could NOT legally suspend her because her IEP said she could not be suspended more than 10 times (high bar there
). Every time there was an "incident" we all had to follow her BIP ( Behavior Intervention Plan). Here are some things in her plan:
1. In a low, calm voice ask Jane to follow your directive.
2. Ask Jane to follow your directive clearly and calmly three times.
3. If Jane does not follow your directive (yeah, this is about where Jane is: yelling "You have a stick up your a$$! I hate this *advertiser censored***in school! I'm gonna kill somebody! I'm leaving! *advertiser censored** you! - kicking chairs, throwing papers, books, etc. )
4. Request
that Jane go to the office.
5. If Jane refuses to go to the office,
move the other students to another classroom,
enlist help from another staff person (we usually don't have anyone available) and deal with Jane. (There is no time limit - this "dealing with Jane" can bleed into your next class).
6. Allow Jane to write out her feelings.
7. Help Jane process her feelings and identify what triggered her outburst.
Blah Blah Blah - Oh and I was the lucky one
- Jane refused to "process" with anyone but me, which of course, I was expected to do.
Oh, I could go on and on but a fight broke out during lunch and I have some suspensions to do.
The other thing I wanted to add is that many special ed kids at my site are clearly EBD (Emotional-Behavior Disorder) but are undiagnosed and not receiving services. Frankly I don't know which is worse. i.e., getting services or not.
Eve