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
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
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
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 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.
Federal legislators flied House Bill 4247 and Senate Bill 2860 in order to raise the practice standards in public schools regarding seclusion and restraint. The House bill “The Preventing Harmful Restraint and
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
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.
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.
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.
This paper will attempt to compare two systematic review articles on the topic of restraints and seclusion (S&R) and its implications within the child adolescent population and developmentally impaired persons. The articles should present evidence to address claims on reduction while the results of the studies provide evidence on rationales to these practices. Aggressive behaviors by both of these populations in inpatient psychiatric facilities at some point become a safety issue in terms of assault and injury for both. Both reviews focus on incidences of seclusion and restraints and ways to reduce usage. The articles aim to answer what the current state of evidence is supporting restraints and reduction methods. Nonetheless, interventions are needed to reduce restriction and restraint utilization in children and persons with developmental disabilities (Menon, Raghavendra, & Bernard 2010)
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
Juveniles who are placed in secured environments often struggle with a multitude of issues not only in the educational setting but in the protected environment as well. Provided in the review of literature will be different examples of how juveniles in secured academic environments were often offered interventions but not able to become motivated enough to benefit from them. Other examples will show the differences in alternative education, special education, and regular education and how motivation will assist in creating positive interactions. Lastly, the gaps to be exploited will be the grading systems in alternative education and how behaviors will often be a mitigating factor in grading.
Under the Steering Committee on the Enabling Masterplan, the Ministry of Education (MOE) has been recommended to hold the ownership and leadership of special education. (Poon, Shobana, & Wettasinghe, 2013) Enabling Masterplan 2012-2016 seeks to build an inclusive Singapore where every person with disability can maximize his potential and is embraced as an integral member of our society. This initiative builds on the Enabling Masterplan 2007-2011, where the government feels that there was some progress, but more could still be done in enabling people with disabilities to be equal and integral member of our society (Enabling Masterplan Handbook, 2012). Through the 3P namely People, Public, Private collaboration under the Enabling Masterplan,