Habitually disruptive students; require to be evaluated for disability under IDEA after disruptive behavior.
This legislation is expected to bring significant changes to the management of disruptive behavior in educational settings in Mississippi. By requiring evaluations for habitually disruptive students, schools will have a more structured approach to identifying and supporting students who may need special education services. The bill emphasizes the development of behavior modification plans that incorporate input from parents, teachers, and specialists, which aims to create a collaborative support system for affected students.
Senate Bill 2104 seeks to amend Section 37-11-18.1 of the Mississippi Code to establish a framework for addressing habitually disruptive behavior in schools. The bill mandates that any student who exhibits disruptive behavior on two or more occasions in a single school year must undergo an evaluation to determine if a disability exists under the Individuals with Disabilities Education Act (IDEA). The intent is to ensure that students displaying habitual disruption are assessed for potential underlying disabilities that may contribute to their behavior, thereby aligning with federal education standards.
While SB 2104 aims to improve the educational environment, it may spark debate regarding its implementation and the potential for over-identification of students as disabled. Critics might argue that labeling students as habitually disruptive or requiring a disability evaluation could carry stigma and impact their educational experience. Additionally, the bill will necessitate training for educators and the establishment of appropriate assessment processes, which may raise concerns about resource allocation and administrative burden on schools.
The measure outlines processes for constructing individualized behavioral plans using evidence-based practices, which must be deployed promptly following incidents of disruptive behavior. This requirement underscores an active approach to behavioral issues rather than punitive measures, steering schools toward supportive interventions rather than exclusions. The bill's effective date is set for July 1, 2022, indicating immediate attention to these legislative changes in the upcoming school year.