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- W109279129 abstract "* I thank Huefner for her thoughtful response to my article about Honig v. Doe (1988) (Yell, 1989). I also thank Exceptional Children for the chance to respond. First I shall briefly summarize and restate the major purpose of the Honig v. Doe article; second, I shall respond to Huefner's comments; and, third, I shall respond to some misconceptions regarding the effects of the Honig v. Doe decision and school district responses to that decision. The purpose in writing the Honig v. Doe article was to summarize principles from cases dealing with the suspension and expulsion of students with disabilities prior to the Honig decision, to relate the Honig v. Doe case in a nonlegal style, and to discuss implications of the decision for school districts. FIVE LEGAL PRINCIPLES The focus of Huefner's argument is on the five legal principles that I explicated in the first section of the article. The five principles in the Honig article were as follows: 1. Temporary suspensions are available for use in disciplining handicapped students. Short-term suspensions are not changes in educational placement; nor are they a cessation of educational services. These suspensions, therefore, are available for use with students with disabilities. 2. Expulsions and lengthy suspensions are changes in educational placement that trigger the procedural safeguards of P.L. 94-142. According to P.L. 94-142, the educational placement of a child with disabilities cannot be changed unless the procedural safeguards are followed. 3. A trained and knowledgeable group of persons must determine whether a causal relationship exists between a child's handicapping condition and the misbehavior. Only if no relationship exists can a handicapped child be expelled. Courts prior to Honig v. Doe held that schools have a limited right to suspend and expel students with disabilities. Before this action may be taken, however, a group of knowledgeable persons must determine if the misbehavior was caused by the child's disability. If this relationship exists, expulsion is not allowable. If there is no relationship, expulsion is permitted. 4. Due process procedures are required when suspending or expelling handicapped students. In Goss v. Lopez (1975), the Supreme Court held that education is a property right protected by the 14th Amendment. Therefore, these rights cannot be taken away without adherence to due process procedures. 5 .An option open to schools is to transfer a disruptive student to a more restrictive setting. The courts have stated that when a student with disabilities is extremely disruptive to the educational process, an option open to the school is to change the student's educational placement by moving him or her to a more restrictive setting. When a change of placement is made, the procedural safeguards of P.L. 94-142 must be adhered to. RESPONSES TO HUEFNER'S ARGUMENTS Huefner uses these five points as the forms of her argument: Argument. Disagreement with the use of the terms common law and legal vacuum. This argument is over semantic differences, and it doesn't affect the fundamental points of the article. Whether one chooses to refer to a legally gray area as a legal vacuum or statutory gap is inconsequential in this context. Argument. The holding of Goss v. Lopez is mis-stated in Principle 4. Principle 4 states that due process procedures are required when suspending or expelling handicapped students. The principle does not discuss the Goss decision in depth but rather, its purpose is to convey that education is a property right, protected by the 14th Amendment. Huefner correctly points out that in instances where a student is a threat to self or others or disrupts the school environment, the due process hearing may be given after suspension. …" @default.
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- W109279129 date "1991-02-01" @default.
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- W109279129 title "Reclarifying Honig vs. Doe (Student Expulsion case)(Point/Counterpoint) (Column)" @default.
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