Is the use of Seclusion rooms and restraint appropriate for children on IEP’s in public education schools when used appropriately and within the laws set forth to govern them?

Some discipline issues that teachers and administrators face are; do we set the same rules for all students, and should the students with special needs have the same consequences as general education students. Students with emotional disabilities often have difficulties with behavior in the following areas: work refusal, outburst (real or perceived persecution). I believe each situation needs to evaluated to determine the consequence of each student. Discipline decisions and actions can vary, such as, if a special needs student is out of class due to discipline issues then the teacher should make sure it is documented for the time they are removed from the classroom, if they are out for more than ten days an ARD meeting needs to be scheduled to look at changes that need to be made and a plan of action needs to take place to help the student be more successful. Some techniques that can be used are, involve all of the students in the

VI. If the student receives special education services and the de-escalation room is used on an emergency basis more than twice a month or a student’s pattern of behavior is emerging that interferes with the achievement of the student’s educational goals and objectives, a team meeting must be called with the case manager and parent to determine the appropriateness of the placement.

It is important for children and young people to be protected from harm within school/college to help them learn and thrive. This can only be achieved when they are healthy, safe and their welfare is promoted.

In the American system the curriculum serves 5, 000 students and more than 20 countries and we need to review and look at the IEP process. The question that has spark concerns is to look at students direct IEP and how we can look to evaluate it? How students benefits from an IEP and what would be the first logical steps to change the process. We have a mixture of students who are not all English speaking students from all backgrounds and have some disabilities. I’m not here to complain about the teachers in your system, you have wonderful teachers who capture student’s interest and encourage students learning. But we are here to address the IEP’s process issue.

Seclusion and physical restraint procedures in the school settings are occurring at alarming rates. Seclusion is considered involuntary confinement of a person to a room or area from which a person is physically prevented from leaving (Mohr et al., 2010). It should be noted that seclusion is not when the student freely chooses to leave the targeted working area and has the ability to return. Physical restraint procedure are defined as any manual method or device used to restrict freedom of movement (Mohr et al., 2010). These interventions need to be further researched regarding the beneficial value. I also believe there is little regulation of the use of physical restraint and seclusion procedures in the school environment. The implementers of these procedures are unaware of the positional dangers of their use. Seclusion and restraint procedures are valid if they are utilized as a last resort. Last resort procedures should be utilized when the student is displaying continuous inappropriate behaviors that cause harm to themselves or others. Implementers should be educated about the potential dangers and side effects of these procedures. The utilization of positive behavior supports should be utilized to decrease and prevent the need for these procedures.

In his article "Mental Health Services a Defense against School Violence," Robert Ross claims that the violent acts performed in schools should not be reduced only by increasing the security system, but also by reinforcing the importance to establish a prevention program in order to detect, help and support kids and adults with mental or physical problems. His argument is a claim of policy. Through Ross’ expert opinion it can be concluded that there is constant violence in American schools, and how aggressive behavior from some individuals affects society and problems can be avoided before they happen or emerge; therefore, his warrants are supported by backing. His article is supported by sufficient expert opinion, examples and statistics.

Solitary confinement has been used for decades by prisons across the United States. “Although the U.S. only holds 5% of the world’s population, it holds approximately 25% of the world’s prisoners” (Devereaux, 2012, pg. 7). According to our text, “an estimate of at least 80,000 inmates in 38 states and federal prisons are held in solitary confinement. These inmates are being held for various reasons, including breaking rules, posing a security risk, or being a gang member” (Bohm & Haley, 2014, p. 388).

Agencies have been regulating policies to help advocate the reduction of seclusions and/or restraint within the mental health setting due to all the associated risk factors and non-beneficial outcomes due to this practice (Timbo et.al., 2015, p. 771). After reviewing multiple articles the majority have the same concern, which is the risk factors associated with restraints and seclusions and the impact it may have on the patient themselves and/or the involved staff member(s). Secluding and restraining a child does not only involve the staff member affects that staff member who had to perform the act on a child or adolescent. Deveau and Leitch draw to our attention that “restraints are distressing to witnesses and many children who have experienced previous trauma abuse” (2014, p. 588). Re-traumatizing the patient will interfere with a patient’s set treatment plan; this setback is not in the best interest of the

As we all strive to encourage the use of verbal de-escalation and reduce the occurrence of physical restraint, I would like to request that all programs ensure they’re entering every student restraint or student disturbance into the Risk Management reporting site. This will allow team members to identify common barriers staff members face as well as identify best practices across programs. I believe that the most programs are entering these incidents and I would like to thank you for doing so! For programs that have not been entering student restraint or student disturbance incidents into the reporting site, please begin doing so immediately. Documenting every incident provides the student, staff, and AMIkids as a whole the ability to revisit any event in detail should any injuries or allegations occur from the incident; I cannot stress how important highly detailed documentation is.

Thanks for choosing this as your topic for your advocacy paper. I have never really considered these topics. If I were a member of a school board I would want to know the exact reasoning for the use of both restraints and seclusion in any situation. It is my own personal opinion that the use of restraints should only be used in case of an emergency. I agree with the Washington State Statute that says, Washington law (WAC 246-337-110) states, "both restraint and seclusion measures should only be used in emergency situations”

The issue is when you have more police, security and metal detectors than counselors and teachers. This alone brings about a psychological effect to a kid. Eventually one will erupt with hate. It’s not a matter of when. It’s the consequences of whom this systemic designed hate will be unleashed upon. This creates a culture of fear. And I cannot or will not be anything attitude. The disappointing matter of a fact is the best don’t make it out. The best usually get caught in the pipeline. The aspect of discipline is based on the students and the systemic system they prey on students for future wealth of modern day slavery that is called prison.

During the past decade, school safety has been at the forefront of many school districts safety polices and plans. With recent high profile school shootings, the question school districts continue to ask is how do we keep our schools safe? Administrators face heavy scrutiny when weighing approaches to school safety and student discipline. Likewise, school employees have the right to work in safe environments devoid of life-threatening behaviors (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). America’s founding fathers understood the importance of a public school education. They believed educating its citizens would allow them the opportunity to learn new skills while becoming successful and productive people in society. However, our founding fathers did not predict the severe behavior changes our schools face in educating disruptive and dangerous students. America’s school districts are charged with providing solutions for disruptive and dangerous students (Fenning and Bohanon, 2006; Skiba and Rausch, 2006). School officials must address these issues with research-based interventions and collaborative resources that provide a safe learning environment for all stakeholders (Elliott and Mihalic, 2004; Schoenwald and Hoagwood, 2001). Boards of education continue to support school efforts to rethink best practices for disciplinary alternative middle schools (DAMS). Many school districts focus on research-based interventions and resources that manage aggression and

Schools need to maintain a disciplined and safe learning environment. There are many disciplinary actions that are in use today and although some can disagree about the amount of discipline that is best for maturing children, it is reasonable to be in agreement that a positive learning environment begins with physical and emotional safety. School safety includes a broad range of matters, including, fighting, bullying, drugs, alcohol, weapons, and etc. Many schools use varying methods in an effort to maintain school safety. Some schools limit school access and require all visitors to sign in. Physical surveillance is another common method of addressing school safety issues along with use of staff and student identification. Among all these

Student behavior and discipline in the classroom have been impacted by legislation and litigation as was discussed in an article written by Mitchell Yell and Michael Rozalski, The Impact of Legislation and Litigation on Disciple and Student Behavior in the Classroom. The authors believe that all students should receive their education in safe, orderly, and well-disciplined schools but maintaining these environments has become a major challenge for educators (Yell, M & Rozalski, M, 2008). Most states have laws that govern discipline in schools which also protect the rights of students in public education (Yell, et.al, 2008). These state laws control the actions of school officials when they carry out certain discipline-related functions, such as gathering evidence (e.g., searching students, their lockers, or their personal property), seizing contraband from students’ backpacks, or conducting any administrative actions that restrict a student’s property interest to attend school (e.g., suspension, expulsion) (Yell, et.al, 2008). A student’s entitlement under state law to a public education is

School discipline is to ensure that students and the campus staff are safe and peaceful. According to the U.S. Department of Education on Rethinking Discipline (2017), “Teachers and students deserve school environments that are safe, supportive, and conducive to teaching and learning.” The idea is to decrease bad behavior and school violence which will lead to fewer suspensions and expulsions. There are rules and limitations when it comes to student discipline; there are acts in which students can and must be disciplined. For examples, if a student quality’s for special needs some different guidelines protect them under the Individuals with Disabilities Education Act’s (IDEA). Furthermore, the Education Code, Section 48900 was implied to discipline students who committed any wrongful doing such as attempting or threatening to physical harm another person. In the case f any wrongfulness, the student is forced to be disciplined by being suspended or expulsed from school.