9 activities on the use of restraint and seclusion for children in ...

Are you the father of a child with autism or other disabilities, behavioral problems, especially in school? Are you worried about what we as special education personnel dealing with behavioral problems? Your child has told you that "so and so has hurt me today?" 9 things to do in this article all parents the use of coercion and isolation should be know in the school system.

Here are nine things you need to know about the use of force andIsolation in school districts:

1st Definition of a restraint system ? Any manual method, physical or mechanical device, material or equipment that immobilizes or reduces the ability of an individual.

2nd Definition of captivity ? the involuntary confinement of an individual alone in a room or area from which the individual physically from involuntary confinement of a single leaving.The alone in a room or area that is physically prevented from which the individual avoidsDeparture. Insulation should only be used to manage violent or self destructive behaviors.

3rd The Alliance for the Prevention Restraint, Aversive Interventions, and loneliness (APRAIS) said: contrast, pressures and loneliness can be subject to emotional damage, psychological and / or physical death as well as "The most dangerous practice that most leading causes of death of e. damage to, restrictions that baby face down, you can not breathe, and some children died!By this method, barbarians!

4th The National Education Association has guidelines that deal with the containment and isolation of violent students, which states that physical restraint should be used with a student only if published an immediate danger or harm a person or property.

5th Parents, community members and professionals have concerns about the length of time that students are in a time-out, as well as the supervision and safety of pupilsseclusionary timeout settings.

6th National Disability Rights Network has reviewed all state laws, rules and guidelines. Including the District of Columbia, shows that 56 states and territories of the United States:

Forty percent (41%), not the policy of the laws or policies regarding the restraint or isolation

Schools;

Nearly ninety percent (90%) still allow those restrictions;

Only 45 percent (45%) require or recommend thatTrain

Automatically notify parents or guardians to use the containment / isolation.

7th The Office of Special Education Programs (OSEP) U.S. Department of Education monitors the implementation of the idea. One that specifically supports positive behavioral interventions and supports, and best practices, including behavioral changes ? OSEP has funded a project of technical assistance. By emphasizing the positive behavioral supports and isOSEP expects to support alternatives and violent and abusive towards the practice of restraint or seclusion, but they are not!

8th OSEP has done little if anything to protect the last 33 years, children with disabilities, the use of restraints or seclusion. The OSEP unfortunate lack of backbone, that these procedures are used to injuries, emotional difficulties and lead to death continues!

9th Best Practices: IDEA recommends that students withBehavioral problems, obtain a system of positive behavioral interventions and supports. Positive behavioral interventions and supports the research is a method to improve student behavior and creating a safe and productive school climate. The practice of positive behavioral interventions and supports will be: proactive data out, and completely. It should be noted that this approach has been shown to significantly reduce problem behaviors, disciplinary references, andSuspensions.

With this information, you can fight for your child, so they are injured or killed by the dangerous practices of containment and isolation. Even knowing what the best practices, you may be able to argue that these are for your child. This helps your child safely and in an environment where you can learn!

Source: http://family-special-education.chailit.com/9-activities-on-the-use-of-restraint-and-seclusion-for-children-in-special-education-know-2.html

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