Managing the chronically disruptive regular education student in Georgia : a legal perspective
Duncan, Samuel Michael
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This study examines two Georgia statutes that address the chronically disruptive regular education students, the Georgia Chronic Disciplinary Problem Student Act and the Teacher Removal Act. The study reveals that the statutes contain ambiguous language that hinders the identification of chronically disruptive students. The process of identifying chronically disruptive students may invoke special education issues. Additionally, the Georgia Chronically Disciplinary Problem Student Act and the Teacher Removal Act fail to provide for meaningful parental involvement, which is required under the A Plus Education Reform Act. To remedy these weaknesses, Georgia’s statute Student Support Team process is offered as a solution to strengthen the implementation of Georgia’s chronic disciplinary problem student statutes.