Generally, classroom teachers can use the same disciplinary practices to manage the disruptive behavior of students with disabilities that they use to manage the behavior of students without disabilities. Much of the undesirable behavior exhibited by both groups is similar in nature. The differences, however, may originate in the teacher's selection of the particular behavioral intervention. When selecting behavior interventions for students with disabilities, teachers should ensure that the strategies are developmentally appropriate and take into consideration the student's disability and due process rights. 

There is no "one plan fits all" for determining how teachers should respond to the disruptive behavior of students with disabilities in inclusion settings. An initial starting point would include establishing classroom rules, defining classroom limits, setting expectations, clarifying responsibilities, and developing a meaningful and functional curriculum in which all students can receive learning experiences that can be differentiated, individualized, and integrated. Many publications describe effective classroom-based disciplinary strategies (Carter, 1993; Schloss, 1987), but few (Ayres & Meyer, 1992; Carpenter & McKee-Higgins, 1996; Meyer & Henry, 1993; Murdick & Petch-Hogan, 1996) address effective classroom-based disciplinary strategies for students with disabilities in inclusion settings. Classroom teachers can use a variety of strategies to discipline students with disabilities in inclusion settings. The approaches most likely to be successful combine humanistic and cognitive behavioral attributes and take into consideration the teacher's diagnostic-reflective thinking and choice-making skills regarding the following:

• Student's behavior.
• Student's disability.
• Curriculum.
• Instructional program.
• Classroom environment.
• Due process rights.

In formulating a discipline plan, teachers must first clarify personal values in terms of acceptable and unacceptable classroom behavior. By setting classroom rules, defining limits, clarifying responsibilities, and developing a meaningful and functional curriculum, teachers can begin to build a system of discipline that will accentuate the positive behavior of all students. Finally, classroom teachers should contact appropriate administrators and seek information on administrative policies, rules, and regulations governing disciplinary practices for students with disabilities.

What are your views on curbing disruptive behaviour?