Restraint and Seclusion

In early March 2012, the American Association of School Administrators (AASA) issued a report entitled “Keeping Schools Safe: How Seclusion and Restraint Protects Students and School Personnel,” concluded that seclusion and restraint are “necessary tools in the toolbox of school personnel to defend themselves and their students from incidents that could be dangerous for everyone who attends or works in a school.” The report suggested that without these “tools,” some children with disabilities could not be educated in public schools: “these students would have to be institutionalized or sent to private facilities where they may not have the same rights and services available to them.”

In response, the Consortium for Citizens with Disabilities, which is a coalition of about 100 disability-centered organizations, (including COPAA, the ARC, TASH, UCP, National Tourette Syndrome Association, National Center for Learning Disabilities, Bazelon Center for Mental Health, National Alliance on Mental Illness, Autism Speaks, Autism National Committee), is asking advocates to contact members of Congress and the media to denounce the conclusions of this report. It is critical that parents make it clear to their own school districts that seclusion and restraint are NOT appropriate “tools in the toolbox” to ensure their children’s safety and the safety of others, and that it is imperative that school personnel learn about research-based programming for children and staff.

Take a look at TASH’s response to the AASA report here and more information here

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