Frequently Asked Questions (FAQ's) about
The Keeping All Students Safe Act:
H.R. 1893/S. 2036
Needs cosponsors in the House and Senate
Ends the use of seclusion rooms in schools
Permits use of restraints only in emergency situations
Helps implement positive interventions
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What is the problem with restraint and seclusion of children at school?
Seclusion and restraints are dangerous practices that offer no educational benefit for children in our schools.
* Seclusion occurs when children are locked or barred in a room or enclosure without the supervision of an adult.
* Restraints are procedures used to physically limit the movement of a child.
The use of seclusion and restraints has resulted in numerous physical injuries, psychological trauma, and, most tragically, the death of some students. Creating positive learning environments reduces or eliminates the perceived necessity of using these procedures, even for children with the most challenging of behaviors.
How does the Keeping All Students Safe Act address the problem?
The Act would prohibit the use of seclusion in locked, unattended rooms or enclosures. It would also prohibit the use of mechanical restraints (e.g., Velcro straps, belts, or duct tape), and physical restraints, when a staff member restrains the student with his or her body. The use of chemical restraints—the use of medications to subdue a student—are also prohibited under the bill. Any restraint that restricts breathing is prohibited, as are aversive behavioral interventions that compromise health and safety.
Why is federal legislation necessary? Why not leave it, like many school matters, to states and school districts?
Unfortunately, local control has neither adequately addressed the danger of restraint and seclusion, nor ensured the safety of students. According to the Department of Education’s Office of Civil Rights data collected for 2011 and 2012, 70,000 school children were restrained and 37,000 were placed in seclusion rooms. Students with disabilities represent 12 percent of students at school, but account for 70 percent of students physically restrained by adults at their schools. Hospitals operate under federal guidelines in the use of restraints on patients; children in school are restrained often by untrained staff members with no protective guidelines in place. The lack of guidelines and regulations also means students are placed in restraint and seclusion for infractions as minor as talking in class or failing to follow instructions. In 20 states, there is no requirement for schools to notify parents of the use of restraint or seclusion. The patchwork of laws, statutes and policies across the country contributes to the problem and speaks directly to the need for a uniform national standard.
More than 200 local, state, and national organizations support this legislation, including: Easter Seals, United Cerebral Palsy, The Arc of the United States, Autism Speaks, the Autistic Self-Advocates Network, the National Disability Rights Network, the National Down Syndrome Society, and the Association of University Centers on Disabilities.
What about children who are truly out of control? What about the safety of staff and other children?
With positive intervention and de-escalating techniques, the need for restraint and seclusion will be infrequent, even for students with challenging behaviors. At Centennial School in Pennsylvania, whose students have displayed disruptive, sometimes even violent behavior that has kept them out of public school, incidents of physical restraint have been reduced from 1,064 in a year to nearly zero.
The school uses safer techniques which preserve the learning environment and teach students effective problem-solving skills. Spending up to hours a day in solitary confinement or being physically held down by adults does not teach children anything. Experts, including Dr. Joe Ryan of Clemson University, provide research-proven, positive interventions as safe, effective alternatives to restraint and seclusion at school.
References
Senate HELP Committee Investigation: Dangerous Use of Seclusion and Restraints in Schools Remains Widespread and Difficult to Remedy: A Review of Ten cases.
“Are there better alternatives to restraint and seclusion?” by Dr. Joseph P. Ryan, PhD, Clemson Universityhttp://keepallstudentssafe.weebly.com/uploads/2/8/2/3/2823775/alternatives_to_restraint_and_seclusion.pdf/
Department of Education Office of Civil Rights Data (searchable by school or District)
The Keeping All Students Safe Act:
H.R. 1893/S. 2036
Needs cosponsors in the House and Senate
Ends the use of seclusion rooms in schools
Permits use of restraints only in emergency situations
Helps implement positive interventions
----------------------------------------------------------------------
What is the problem with restraint and seclusion of children at school?
Seclusion and restraints are dangerous practices that offer no educational benefit for children in our schools.
* Seclusion occurs when children are locked or barred in a room or enclosure without the supervision of an adult.
* Restraints are procedures used to physically limit the movement of a child.
The use of seclusion and restraints has resulted in numerous physical injuries, psychological trauma, and, most tragically, the death of some students. Creating positive learning environments reduces or eliminates the perceived necessity of using these procedures, even for children with the most challenging of behaviors.
How does the Keeping All Students Safe Act address the problem?
The Act would prohibit the use of seclusion in locked, unattended rooms or enclosures. It would also prohibit the use of mechanical restraints (e.g., Velcro straps, belts, or duct tape), and physical restraints, when a staff member restrains the student with his or her body. The use of chemical restraints—the use of medications to subdue a student—are also prohibited under the bill. Any restraint that restricts breathing is prohibited, as are aversive behavioral interventions that compromise health and safety.
Why is federal legislation necessary? Why not leave it, like many school matters, to states and school districts?
Unfortunately, local control has neither adequately addressed the danger of restraint and seclusion, nor ensured the safety of students. According to the Department of Education’s Office of Civil Rights data collected for 2011 and 2012, 70,000 school children were restrained and 37,000 were placed in seclusion rooms. Students with disabilities represent 12 percent of students at school, but account for 70 percent of students physically restrained by adults at their schools. Hospitals operate under federal guidelines in the use of restraints on patients; children in school are restrained often by untrained staff members with no protective guidelines in place. The lack of guidelines and regulations also means students are placed in restraint and seclusion for infractions as minor as talking in class or failing to follow instructions. In 20 states, there is no requirement for schools to notify parents of the use of restraint or seclusion. The patchwork of laws, statutes and policies across the country contributes to the problem and speaks directly to the need for a uniform national standard.
More than 200 local, state, and national organizations support this legislation, including: Easter Seals, United Cerebral Palsy, The Arc of the United States, Autism Speaks, the Autistic Self-Advocates Network, the National Disability Rights Network, the National Down Syndrome Society, and the Association of University Centers on Disabilities.
What about children who are truly out of control? What about the safety of staff and other children?
With positive intervention and de-escalating techniques, the need for restraint and seclusion will be infrequent, even for students with challenging behaviors. At Centennial School in Pennsylvania, whose students have displayed disruptive, sometimes even violent behavior that has kept them out of public school, incidents of physical restraint have been reduced from 1,064 in a year to nearly zero.
The school uses safer techniques which preserve the learning environment and teach students effective problem-solving skills. Spending up to hours a day in solitary confinement or being physically held down by adults does not teach children anything. Experts, including Dr. Joe Ryan of Clemson University, provide research-proven, positive interventions as safe, effective alternatives to restraint and seclusion at school.
References
Senate HELP Committee Investigation: Dangerous Use of Seclusion and Restraints in Schools Remains Widespread and Difficult to Remedy: A Review of Ten cases.
“Are there better alternatives to restraint and seclusion?” by Dr. Joseph P. Ryan, PhD, Clemson Universityhttp://keepallstudentssafe.weebly.com/uploads/2/8/2/3/2823775/alternatives_to_restraint_and_seclusion.pdf/
Department of Education Office of Civil Rights Data (searchable by school or District)