Seclusion and Restraint

The Connecticut Down Syndrome Congress Position on Seclusion and Restraint

 

  • Restraint is only appropriate in instances of IMMINENT DANGER and must end as soon as the danger has passed (for example, restraint could be used at school to stop a child from bolting through an open door toward a busy street, but must end as soon as the door is closed).
  • Repeated instances of restraint require an immediate IEP meeting and, likely, a functional behavior assessment (FBA) and plan to correct the conditions that create the need for restraint.
  • Seclusion IS NEVER an appropriate response to a behavioral issue.

 

PARENTS SHOULD NEVER ALLOW RESTRAINT AND SECLUSION TO BE INCLUDED IN AN IEP. 

How Safe is the Schoolhouse Full Report Jan 20, 2014

Frequently Asked Questions About the Proposed Keeping All Students Safe Act

Planning for a Meeting About Your Child’s Behavior Needs (A Pacer Center Fact Sheet)

Functional Behavior Assessments and Positive Interventions: What Parents Need to Know (A Pacer Center Fact Sheet)

Behavior Assessment, Plans and Positive Supports (Multiple links gathered by the National Center for Children with Disabilities)

General Resources

Examples of All-About-Me-Books you can use to create your own to share with your student’s teachers and professional staff.

My-Teacher-Wants-to-Know-Checklist

oafccd.:comallaboutme

Positive-Student-Profile1

RRVDSS All About Me Book