This synthesis document provides an understanding of current issues, policies, and practices in the application of school discipline to students with disabilities. The report contains three sections: (1) legal information including the provisions of the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973, the similarities and differences in their application to matters of discipline, and examination of suspension and expulsion; (2) policy implications of discipline, focusing on school climate, staff performance concerns, general and special education concerns, and interagency concerns; and (3) a discussion of school discipline plans and prevention strategies, such as corporal punishment, time out, level systems, systematic exclusion, and modified school day. The paper concludes that a clear understanding of legal requirements coupled with a combination of well-planned services firmly supported by families and staff contribute to a positive and total educational environment. School officials are urged to redirect students who manifest challenging behaviors at an early age into more productive and socially responsible behavior. School officials are also urged to create strong relationships among school personnel and with families and community agencies. Congress is urged to address the legal and procedural quagmire which has resulted from its silence in the IDEA as to the discipline of students with disabilities. (Each subsection contains references.) (JDD)