Which of the following statements best describes a change in placement for discipline under the Individuals with Disabilities Education Act (IDEA)?

• A. Any suspension of a student with an exceptionality from their current educational setting, regardless of the duration, constitutes a change in placement.
• B. Schools must conduct a manifestation determination review only if a student with an exceptionality is suspended for over twenty consecutive school days.
• C. A change in placement occurs when a student with an exceptionality is suspended from school for more than ten cumulative school days or when there is a pattern of removals.
• D. Students with exceptionalities can be placed in an interim alternative educational setting (IAES) for up to 60 school days without any manifestation determination review.

Answer: (C)

The statement that a change in placement occurs when a student with an exceptionality is suspended from school for more than ten cumulative school days or when there is a pattern of removals is accurate and aligns with the provisions established by the Individuals with Disabilities Education Act (IDEA). Under IDEA, the law specifies how disciplinary actions must be handled for students with disabilities to ensure that their educational rights are protected.

When a student with an exceptionality is subjected to disciplinary measures that cumulatively amount to more than ten school days, it can significantly affect their access to education, which is why it qualifies as a change in placement. Additionally, a pattern of removals—defined as multiple shorter suspensions that collectively impact the student’s educational experience—can also indicate a change in placement. This provision ensures that students with exceptionalities are given the specific protections and considerations they require under the law.

Understanding this distinction is crucial, as it underlines the importance of ensuring that disciplinary actions do not unfairly limit a student's right to a free and appropriate public education (FAPE). Additionally, these rules facilitate the needed evaluation of whether a student’s behavior is a manifestation of their disability, ultimately influencing how the educational environment is managed to support their learning needs.