It’s a conversation that’s coming up a lot inside the Master IEP Coach® community—what happens when a child is removed from their classroom? It’s happening across all ages, all ability levels, and for a variety of reasons, but one thing is clear: parents and teachers need to advocate together immediately after a child is removed from their classroom.

Let’s talk through four quick steps both parents and teachers can take to advocate effectively when a child is being removed from the classroom.

Step 1: Recognize Your Emotional Response—It’s Normal

When a parent finds out their child has been removed from class—whether to the hallway, another room, or even the principal’s office—the immediate reaction is often shock, frustration, or defensiveness. And that’s completely understandable!

On the flip side, school staff might feel like they’re doing everything they can, leading to a defensive stance as well, when questioned by the parent.

Before taking action, take a breath. Acknowledge that this is an emotional situation for everyone involved. A pause allows for clear thinking and strategic next steps instead of reactionary decisions that may not be in the child’s best interest.

Step 2: Gather All the Information

A child’s removal from class didn’t just “happen.” There’s always more to the story. Maybe an incident in the morning set off a chain reaction leading to the removal later in the day. Perhaps a support wasn’t implemented properly, or there’s a missing skill that needs to be addressed.

To get the full picture, ask:

• What exactly happened before, during, and after the removal?
• How often is this occurring?
• Were all behavior supports in the IEP followed before removal?
• Who was with the child and what was their role?
• What patterns are emerging?

This isn’t about pointing fingers—it’s about finding the best solution based on facts, not assumptions.

Step 3: Consider Short-Term IEP Adjustments

Sometimes, advocating for a short-term adjustment is necessary to help stabilize a difficult situation. Maybe the child needs a modified schedule for a few days. Perhaps additional staff training or temporary changes in support will help get things back on track.

The key here is that short-term adjustments should be exactly that—temporary. Setting a time frame, like “let’s try this for the next five days and then review the data,” ensures that these decisions are not mistakenly treated as permanent solutions.

Step 4: Keep Long-Term IEP Outcomes in Mind

This is where so many IEP teams struggle. A quick placement change might seem like the best decision in the moment, but if it leads to multiple transitions in a short period of time, it can create more instability for the child.

One recent situation in our community involved a student who was quickly moved to a new placement. On paper, it made sense at first, but within months, another transition was needed. Instead of solving the problem, it created more disruptions. Before making major changes, ask:

• Will this solution still serve the child well in six months?
• Are we preparing this child for further education, employment, and independent living?
• Are we choosing the most stable and effective path forward?

You Can Be the Collaborative Advocate Who Makes a Difference

These four steps—pausing to recognize emotions, gathering information, making temporary adjustments if needed, and ensuring decisions align with long-term goals—are key to effective and collaborative IEP advocacy.

If you’re dedicated to improving special education outcomes and LOVE the idea of collaborative advocacy, check out how you can become a Master IEP Coach®. Our community is full of solution-focused leaders ready to build stronger IEP teams.

Join us inside the Master IEP Coach® Mentorship and become the idea bringer, solution finder, and team builder your community needs!

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