The Individuals with Disabilities Education Act (IDEA) mandates that special education students receive free appropriate public education instruction in the least restrictive environment. Special education students often receive a disproportionate number of suspensions in schools. It is the disproportionate number of suspensions received by special education students in this district that guides this research. This action research looked at discipline practices that led to disproportionate suspensions of special education students. School counselors, child study team members, general and special education teachers, and building administrators in an urban New Jersey middle school participated in focus groups and interviews to discuss their current discipline practices. Some of the recommendations that will lead to improvement in the school's current discipline practices and to more equity in discipline include professional development for staff focused on disabilities and executive functioning, implementation of a school wide non-exclusionary behavior program, reading intervention, parental involvement, and student understanding of their learning challenges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]