Some of these students struggle with the basic of routines and learning how to be in an environment might be the most beneficial thing they can learn at the moment. If these behaviors aren't dealt with then this student won't be able to be in a classroom and the teacher would not be able to help the rest of the students. Academic learning is obviously very important in school but so are social and behavior concepts.

The moment a student misses a classroom lesson is the moment his ability to learn is hindered. Our students should be present in the classroom as much as possible. It sounds like it is time to take a fresh look at some research based strategies to get this student engaged, and quick!

One of the most important skill to teach students with an exceptionality is to self advocate and self determination. It is crucial for a person to learn how to mange their own feeling and actions to be as successful as possible in the real world.

He is taking away from his own ability and the ability of others. In this type of classroom, disruptions can have very severe affects. It is difficult to bring back their focus after a major disruption. However, that is most likely a manifestation of his disability. I would suggest small group instruction and insisting on initiating a task with less than three prompts, then less than two prompts. Show that you will not stand for misbehavior, and he will need to do it anyways. If he needs to complete the task after being separated from the class, so be it. His goal is to avoid the task. He sees acting out as a way to remove himself from the situation.

I do not think the questions is at what point is taking the student from the class hindering his ability to learn, but at what point is his behavior hindering his ability to learn. I think the strategies in place for removing him and allowing him to calm down are coming from the behavior issue, and this is necessary.The behavior cannot be ignored, but also the teacher needs to look at their strategies in the class with instruction. So what needs to be looked at is his interests, what motivates him, etc to plan strategies for him to be engaged in learning and doing tasks.

I would try and figure out his triggers. We know that when faced with a task he does not want to do, he acts out. Do these situations have anything in common? Is it a subject area or possibly the teachers approach. It is always a good idea to reflect and realize that sometimes it is us as teachers and we need to make a change somewhere.