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In addition, you will be provided with your child’s
Summary of Academic Achievement and Functional
Performance (SAAFP). The SAAFP is a document that
is provided to students and their parents at the conclu-
sion of students’ high school education. The SAAFP
is intended to be a student-centered document that
summarizes individual abilities, skills, needs, and limi-
tations. Its purpose is to provide recommendations to
students that will support their successful transition to
adult living, learning, and working. It is designed to be
a useful and relevant document to assist students in
the transition from high school to higher education,
training, employment, and independent living. The
SAAFP may include input from various people,
including the student, the parents, the special educa-
tion teacher, the general education teacher, the career/
technical education teacher, the transition coordinator,
the school psychologist, related service personnel
(such as the speech-language teacher and the occupa-
tional therapist), and agency representatives (such as
the Office of Vocational Rehabilitation). A thoughtfully-
completed SAAFP can provide a “bridge” that addresses
the next steps necessary to complete the transition
process that began in the years prior to exiting high
school. It provides students and families with a clear
idea of what they need to continue to do to work
toward the goals students set for themselves.
Discipline for the Student Receiving
Special Education Services
Behavior problems sometimes are the result of a child’s
disability. When behavior caused by the disability
results in the violation of school rules, school officials
must use appropriate discipline.
When the IEP team determines that a student’s behav-
ior is likely to disrupt learning, it must be addressed in
the IEP. Programs to manage or change behavior must
be designed using positive approaches to help children
correct or manage their behavior. Positive approaches
include recognizing and rewarding appropriate behaviors
and teaching new skills so that they will replace those
behaviors that are inappropriate. These approaches do
not
include punishing, embarrassing, or isolating your
child.
Discipline must not include use of restraints, except in
an
emergency situation where there is a danger that
the child will be harmed or will harm someone else. If
restraints are used in those situations, the school must
schedule an IEP team meeting within 10 school days of
the incident to review the current IEP to make sure it is
appropriate and is still effective. Mechanical restraints
may be used only when specified by an IEP and as sug-
gested by a qualified medical professional to control
involuntary movement or lack of muscular control.