SRO Special Education & Student Rights 5 — Questions and Answers
Question 1: A student with a documented history of anxiety disorder refuses to leave the school building during a lockdown drill, becoming highly agitated. What should the SRO do?
- Force the student to comply with the drill using physical escort immediately
- Coordinate with school counselors, allow the student a safe space, and adapt the drill procedure in accordance with the student's needs (Correct answer)
- Exclude the student from all future emergency drills to avoid incidents
- Notify the student's parents only and take no further action
Correct answer: Coordinate with school counselors, allow the student a safe space, and adapt the drill procedure in accordance with the student's needs
SROs should work with counselors to accommodate students with anxiety disorders during drills, potentially through individualized plans that address their specific needs.
Question 2: Under the Americans with Disabilities Act (ADA), how do schools' obligations differ from those under Section 504?
- ADA applies to public and private schools regardless of federal funding; Section 504 applies only to schools receiving federal funding (Correct answer)
- ADA only applies to employment, not students; Section 504 covers students
- ADA and Section 504 are identical in scope and requirements for schools
- ADA replaces Section 504 and is the only applicable law for schools
Correct answer: ADA applies to public and private schools regardless of federal funding; Section 504 applies only to schools receiving federal funding
Title II of the ADA covers all public schools regardless of federal funding, while Section 504 only applies to programs receiving federal financial assistance.
Question 3: An SRO is asked by a teacher to forcibly remove a non-verbal student with autism who is banging their head against the wall. What is the BEST course of action?
- Immediately comply with the teacher's request and remove the student by force
- Assess whether the student is in immediate danger of serious injury; if not, work with special education staff to implement safe de-escalation first (Correct answer)
- Handcuff the student to prevent self-injury until parents arrive
- Call EMS immediately without attempting any intervention
Correct answer: Assess whether the student is in immediate danger of serious injury; if not, work with special education staff to implement safe de-escalation first
SROs should assess the level of danger and, when possible, allow special education staff to implement trauma-informed de-escalation before resorting to physical intervention.
Question 4: Which of the following is a student's right under IDEA when their parents and the school disagree about their educational placement?
- The student must attend whichever placement the school selects until the dispute is resolved
- The student has the right to stay in their current educational placement ('stay put') until the dispute is resolved through due process (Correct answer)
- The student must be temporarily homeschooled during the dispute
- The student forfeits FAPE rights during any legal dispute
Correct answer: The student has the right to stay in their current educational placement ('stay put') until the dispute is resolved through due process
IDEA's 'stay put' provision requires that a student remain in their current educational placement during the pendency of any due process proceedings.
Question 5: A school requests that an SRO assist in physically restraining a student with an emotional disturbance during a behavioral episode. What should the SRO know?
- Physical restraint by an SRO is always appropriate when a school staff member requests it
- Physical restraint should only be used as a last resort when there is imminent danger, and should follow the student's crisis plan if one exists (Correct answer)
- SROs are prohibited from ever physically restraining students with disabilities
- Only school psychologists are authorized to authorize physical restraint of students with disabilities
Correct answer: Physical restraint should only be used as a last resort when there is imminent danger, and should follow the student's crisis plan if one exists
Physical restraint should be a last resort when there is imminent danger, and SROs should be familiar with the student's crisis intervention plan to ensure a consistent response.
Question 6: What is 'transition planning' in special education, and at what age must it begin under IDEA?
- Planning for a student's transition from elementary to middle school, beginning at age 10
- Coordinated activities to help a student move from school to post-secondary life, required to begin by age 16 (or earlier in some states) (Correct answer)
- A plan for transitioning a student from a self-contained class to general education, required at any age
- Planning for a student's transition from public to private school, beginning at age 14
Correct answer: Coordinated activities to help a student move from school to post-secondary life, required to begin by age 16 (or earlier in some states)
IDEA requires transition planning to support movement toward post-secondary education, employment, and independent living, beginning no later than the first IEP in effect when the student turns 16.
Question 7: An SRO receives a call that a student with a Section 504 plan for ADHD is disrupting class by leaving their seat and shouting. How should the SRO approach the situation?
- Treat the situation identically to any other classroom disruption and issue a citation
- Recognize that the behavior may be disability-related, consult with the teacher about the student's 504 accommodations, and use de-escalation before considering enforcement (Correct answer)
- Immediately remove the student and refer to the school psychologist
- Contact the student's parents to handle the situation without SRO involvement
Correct answer: Recognize that the behavior may be disability-related, consult with the teacher about the student's 504 accommodations, and use de-escalation before considering enforcement
SROs should recognize potential disability-related behavior, review the student's 504 accommodations with staff, and use de-escalation strategies before any enforcement action.
SRO Special Education & Student Rights 5
A student with a documented history of anxiety disorder refuses to leave the school building during a lockdown drill, becoming highly agitated.
What should the SRO do?