Seclusion and Restraint of Students With Disabilities

A 1-Year Legal Review

Bibliographic Data

ID12365168
AuthorsAngela M T Prince (0000-0003-2704-9464, Iowa State University, Ames, USA, corresponding author), June Gothberg (0000-0002-9508-0730, Western Michigan University, Kalamazoo, USA)
Year2019
Volume30
Issue2
Pages118-124
Publication date2019-06-17
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Disability Policy Studies (JOURNAL)
Journal identifiersISSN: 1044-2073 • E-ISSN: 1538-4802
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1044207319854182
OpenAlexW2950983374
LanguageEN
Citations received2
References cited6

News of teenager’s death in California shocked the special education community in early December 2018. Despite the Individuals With Disabilities Education Act’s provision for positive behavior supports for students with disabilities, these inidividuals continue to be secluded and restrained at disproportionately higher rates than their nondisabled peers. Using the Special Ed Connection® database, the authors identified 11 court cases from 2018 and analyzed their contents based on individualized education program (IEP) behavior components, type of restraints used, and prevalence of seclusion. Within these cases, all 12 included students were boys, four IEPs included behavior components, nine students were physically or mechanically restrained, and two were secluded. A review of the four cases that included the use of positive behavior supports is included

Developmental psychology · Education Act · Pedagogy · Psychiatry · Seclusion · Special education · Behavioral and Psychological Studies · Clinical Psychology · Education Discipline and Inequality · Healthcare Decision-Making and Restraints · Medicine · Psychology

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