Tennessee education officials are considering a rule change that would allow schools to more quickly remove disruptive students with disabilities from their classrooms, even without a formal behavioral assessment.
Currently, a 2022 state rule requires schools to conduct a Functional Behavioral Assessment (FBA) to understand the reasons behind disruptive behavior before making changes to a student’s educational placement. The proposed change would allow temporary placements in more restrictive settings for students identified as a “disruptive force.”
While some disability advocates support the proposal for safety reasons, they caution that it should be a last resort. Jeff Strand, public policy director for the Tennessee Disability Coalition, emphasized that decisions to move a student should involve their family and IEP team, and such actions should not become routine.
Strand also highlighted that the Individuals with Disabilities Education Act (IDEA) requires collaboration with families on Individualized Education Programs (IEPs) for eligible students. He warned that premature or repeated restrictive placements could violate students’ rights and hinder their educational progress.
The board discussed the proposal in May following concerns from local school districts regarding significantly dangerous or disruptive behavior from students with disabilities. J.C. Bowman, executive director of the Professional Educators of Tennessee, noted the increasing behavioral challenges in classrooms and stressed the importance of ensuring that any placement changes support the ongoing education and needs of the student.