Families Against Restraint and Seclusion

2012-02-05T20:34:00.001-05:00

Are we Numb to the Numbers?
When are we going to WAKE-UP?

By Guest Writer Deb Davis

There continues to be no word on Part 2 of the 2009-10 Civil Rights Data Collection that includes the first ever data collected from the US Office of Civil Rights on physical restraint, mechanical restraints, and seclusion in schools. This data was due the fall of 2011. These numbers will only be from a cross section of the country collected from 72,000 schools. This report may be the wake-up call to finally pass federal legislation to keep all students and staff safe in schools. We certainly can’t wait for the 2011-12 data collection.

CT just recently reported over 18,000 documented incidents of restraint and seclusion in 2009-10. Using a simple equation, 50 states x 18,000 incidents = 900,000 incidents. It is commonly known that most of this particular data reflects an under reporting due to the confusion in schools of the definitions and terms. And some schools are flouting their laws and not reporting all incidents. Based on personal estimation, I will round up to an even 1,000,000 incidents in schools of physical restraint, mechanical restraints and seclusion a year. Is this a wake-up call?

According to a 2009 report from COPAA “Unsafe in the Schoolhouse: Abuse of Children with Disabilities” 68% of the students who were subject to restraint or seclusion were diagnosed with Autism or Asperger’s syndrome. According to the US Department of Education, most of those children are under the age of 9. Based on personal estimation, there are at min 680,000 incidents of restraint and seclusion a year to students with Autism or Asperger’s Syndrome. Is this a wake-up call?

As a society, are we just numb to the numbers? This data paints a horrible story in way too many schools. The most recent upsetting headline is, “Teacher is accused of Using Hot Sauce to Punish Special Needs Students.” Back in August, Jessica Beagley, was convicted of misdemeanor child abuse after squirting hot sauce into her son's mouth for lying about getting in trouble at school, and recording the act on video. Beagley could face up to one year in jail, a $10,000 fine, and up to 10 years probation. Why do schools continue to flout laws concerning child abuse? Seems like a double standard and terrible modeling to students. Is this a wake-up call?

http://www.huffingtonpost.com/2012/02/01/teacher-hot-sauce-punish-students_n_1246961.html?ref=email_share

Another recent headline, “Federal Office to Investigate Use of Scream Rooms at Middletown School , Disabled Students' Rights Violated”, says exactly where this issue is headed. These stories are happening in every state in this country.
http://articles.courant.com/2012-01-30/news/hc-scream-room-complaint-0131-20120130_1_timeout-rooms-specialized-population-10-by-6-foot-room

Kymberly Grosso got it right when she said, “it’s time for society to wake-up and say enough is enough”! Please write to your senators to support or to co-sponsor the Keeping All Students Safe Act, S 2020. We can’t wait for another headline.

Deb Davis

Parent Advocate

Maine

2012-02-02T22:18:00.001-05:00

Please sign the petition found here http://www.change.org/petitions/suspend-seclusion-restraint

The school system uses seclusion and restraint exclusively against special education students. This is a violation of the student's Civil Rights, an official complaint has been filed by the parents of a 5 year old child and can be found at http://www.nc.fearfreeeducation.org .

Since most children diagnosed with Autism are incorporated in the special-ed community because of their special needs, and this diagnosis is reaching epidemic proportions, more and more children will be subjected to the cruel and inhumane practice of seclusion. There is no training for this and there is not a single peer reviewed scientific study that indicates that by forcing a child with autism into a room or any area at school and prevented from leaving. This makes the continued use of this "de-escalation technique" unsafe. According to a 2009 Government Accountability Office (GAO) study, restraints and seclusion have resulted in physical injury and psychological trauma to thousands of students in public and private schools throughout the country, many of them students with disabilities. Estimates from the GAO are that over 200 students have died due to seclusion and restraints being used in schools over the past five years.

We think it responsible as parents to demand that this practice stop immediately before one more child is injured or killed from it.

2012-01-29T20:50:00.002-05:00

January 25, 2012

Scream Rooms…when will America say enough is enough?

TASH member Kym Grosso was recently featured at PsychologyToday.com. Grosso, the mother of a thirteen-year-old son with Asperger’s syndrome, wrote of the all-too troubling realities that face many children on a daily basis. In her article, Kym brought attention to the chilling truth these students often must contend with, to which she said, “as I write, children with autism are regularly and legally restrained and secluded against their will. Most states have little to no laws regarding seclusion and restraint.” However, while the Federal Government acknowledges that restraint and seclusion are dangerous and traumatic, not therapeutic in nature, educating the public about this issue and passing protective legislation has been a slow and painstaking process.”
Kym outlines why response to the issue has been slow but argues that such a response is necessary to protect the human rights of individuals with disabilities who have every right to a school environment without fear. The reason many school systems still feel the need to use practices such as restraint and seclusion is a lack of understanding about disabilities, like autism, she says. Many times, when administrators say that a child is “out of control” they don’t fully appreciate that many autistic children are simply non-verbal and struggling to communicate with their teachers or peers.
In order to combat the use of restraint and seclusion, school administrators and teachers must show a greater willingness to understand how autism and other disabilities impact those who have them so that they can more appropriately understand when a child is truly acting out or merely expressing frustration over difficulties communicating. Because states have been slow to adopt such measures themselves, it would be useful for the Federal Government to step in and provide guidelines about the use of such practices.
To learn more about this important issue, please read the article by Kym Grosso.
Some other important resources:
Action Alert: Tell Congress to Keep our Students Safe.
Shouldn’t School Be Safe? A parent’s guide on prevention, detection and response to restraint, seclusion or other aversive interventions.
The Cost of Waiting. A report on restraint, seclusion and aversive procedures one year after the passage of the Keeping All Students Safe Act in the U.S. House of Representatives (issued April 2011).

A must read by Kym Grosso!

2012-01-29T19:23:00.002-05:00

Students Traumatized in Special Education Across America, Seclusion, Restraint, and Aversives

Scream Rooms...when will America say enough is enough?

Published on January 18, 2012 by Kymberly Grosso in Autism in Real Life

A urine soaked scream room. A child stuffed in a duffel bag. Vinegar soaked cotton balls put in a child's mouth. Slapped on the head with plastic bottles. Child dragged through a playground across asphalt with pants down. Shoved to the floor and dead from asphyxiation. Handcuffed and duct-taped. Degraded. Dehumanized. Traumatized. Mob stories? No, it is just a scratch of the surface of what has happened to children in special education in the past year. Not in a third world country, but here in America.

To read the complete article, please click on the link below.
http://my.psychologytoday.com/blog/autism-in-real-life/201201/students-traumatized-in-special-education-across-america-seclusion-r

Christopher Baker: Autistic Boy, 9, Put in Duffel Bag at School as Punishment

2011-12-25T20:40:00.003-05:00

School Stuffed Autistic Boy in Bag as Punishment, Mother Says
Posted on December 22, 2011

LOUISVILLE, KY - The mother of a 9-year-old autistic boy said public school employees stuffed her son into a ball bag for misbehaving.

Sandra Baker’s son Chris is enrolled in a special needs program at Mercer County Intermediate School in central Kentucky. She said she was called to the school on Dec. 14 after receiving a call that Chris had been acting up.

“When I walked in,” Baker told CBS affiliate WKYT-TV, “I went down his hallway, and I saw this big green bag laying in the floor beside the aide that was sitting beside the bag, and I saw it moving.”

She was told Chris was in the bag as punishment and that it was a form of therapy.

“It was a drawstring at the top and it had a hole about this big around left in the top of it,” Baker described, indicating a small opening. “There was no way he could get out of it, could not get his head through it if he needed to.”

To read the complete story and view the news video, please click on the link below.
http://www.theblaze.com/stories/school-stuffed-autistic-boy-in-bag-as-punishment-mother-says/

Online petition protesting alleged abuse of autistic student gains thousands of signatures

Posted: Dec 24, 2011

LOUISVILLE, KY (WDRB) –
The alleged abuse of a 9-year-old Kentucky boy who was stuffed in a duffle bag continues to garner national attention.

An online petition created by an autism advocate now has thousands of signatures. 18-year-old student Lydia Brown, says when she heard about the case of Chris Baker, she had to do something.

To read the complete story and view the news video, please click on the link below.
http://www.wdrb.com/story/16390507/online-petition-protesting-alleged-abuse-of-autistic-student-gains-thousands-of-signatures

Restraint and Seclusion news update from COPAA

2011-12-17T21:44:00.004-05:00

Chairman Tom Harkin Introduces Keeping All Students Safe Act

COPAA Continues Work to Raise the Bar of Protection
December 16, 2011

http://www.copaa.org/public-policy/chairman-tom-harkin-introduces-keeping-all-students-safe-act/

We are pleased to announce the introduction of the Keeping All Students Safe Act in the Senate by Chairman Tom Harkin this afternoon. We sincerely thank Chairman Harkin for his unwavering commitment to the safety and welfare of our nation’s children. This bill would promote the development of effective intervention and prevention practices that do not impose restraints and seclusion; protect all students from physical or mental abuse, aversive behavioral interventions that compromise health and safety, and any restraint imposed for purposes of coercion, discipline or convenience, or as a substitute for appropriate educational or positive behavioral interventions and supports. Importantly the bill also works to ensure the safety of all students and school personnel and promote positive school culture and climate.

For years, schools’ use of restraint, seclusion, and aversive interventions was unpublicized and little-known, despite their widespread use. However, recent reports by COPAA and the National Disability Rights Network (NDRN), and Congressional testimony of the U.S. General Accounting Office have served to shine a spotlight on these abusive practices. See e.g., Unsafe in the Schoolhouse: Abuse of Children with Disabilities, COPAA (Jessica Butler, 2009); School is Not Supposed to Hurt: Investigative Report on Abusive Restraint and Seclusion in Schools, NDRN (2009); Seclusions and Restraints: Selected Cases of Death and Abuse at Public and Private Schools and Treatment Centers (GAO-09-719T). This bill recognizes that “physical restraint and seclusion have resulted in physical injury, psychological trauma, and death to children in public and private schools,” as described in these reports. Existing laws alone have not protected students against such abuse and injury, though many do offer important protections. The bill, therefore, includes a critically important savings clause that preserves existing additional rights under state and federal law.

COPAA is a national organization of parents, advocates and attorneys dedicated to protecting the civil and educational rights of children with disabilities, whose members represent families in 48 States and the District of Columbia. As such, COPAA believes this legislation is a crucial first step toward the ultimate goals of eliminating abuse and restraint in schools and assuring that children who exhibit challenging behaviors obtain appropriate, safe, and effective educational services. COPAA is at the forefront of efforts to establish such federal protection and has been working on this issue for a number of years as a member of the Alliance to Prevent Restraint, Aversive Interventions and Seclusion (APRAIS), and the Consortium for Citizens with Disabilities (CCD).

Specifically, COPAA supports the bill because it contains many provisions that provide a minimum floor of protection that does not yet exist in many states. We are pleased that the bill establishes minimum standards for the use of restraint and prohibits locked seclusion in educational settings. Restraint may only be imposed on a student if there is imminent danger of serious bodily injury. We are very pleased that the bill prohibits restraint as a planned intervention in students’ education plans, including behavior plans and Individual Education Programs (IEPs). We applaud the emphasis on evidence-based practices shown to be effective in the prevention of the use of physical restraint; in keeping both school personnel and students safe in imposing physical restraint in a manner consistent with this proposed Act; in the use of data-based decision-making and evidence-based positive behavioral interventions and supports, debriefing, conflict prevention, behavioral assessments, de-escalation of challenging behaviors, and effective and safe conflict management.

COPAA actively continues our work to raise the bar of protection and safety for all students through the passage of this legislation. We will not rest until all students are protected in accordance with the principles outlined in our document: COPAA Declaration of Principles Opposing the Use of Restraint, Seclusion and Aversive Interventions.

We urge all of our colleagues to join us in support of this critical legislation at http://www.surveymonkey.com/s/KeepingAllStudentsSafeAct

COPAA Letter of Support for S 2020

2011-12-05T09:56:00.016-05:00

Mommy, I Wish I Could Tell You What They Did To Me In School Today

Everyday Atrocities Faced by Special Needs Children

By Richard S. Stripp, Sr.

IN LOVING MEMORY OF NOAH V. VARCADIPANE
8/4/1996 – 11/14/2009 “MOMMY’S SUPERMAN”

The children and adult characters in this book are based on students and individuals that the author has interacted with and/or worked with directly.

The majority of children who “speak” in this book are non-verbal. Their words which you will read are fictitious and were never spoken by them but are based on actual events that occurred in their lives. It is the author’s belief that if the non-verbal children in this book could speak, what you are about to read is what they might have said.

Any conversations between the author and anyone in the book are based on actual events and conversations.

“Never, never be afraid to do what’s right, especially if the well-being of a person or animal is at stake. Society’s punishments are small compared to the wounds we inflict on our soul when we look the other way.” ~ Dr. Martin Luther King, Jr.

ADAM

I can’t believe that Mom is making me go to school again today. Doesn’t she know what they do to me there? Doesn’t she love me anymore? “Adam, you hid your shoes again. This isn’t funny. It’s time for school.” Yeah, I know it’s time for school; I don’t want to go, that’s why I hid my shoes.

Man, I wish I could speak. I wish I could tell Mommy what they did to me at school yesterday. I wish I could tell Mommy how it makes me feel to be treated like that. If she only knew, there is no way she’d make me go there today. I bet Daddy would beat them up.

The day started like most days. They took me off of the school bus and strapped me into that stupid wooden chair. My pull-up was soaked with pee but they didn’t even check. I just had to sit in it until I wet through. Then, the yelling began. Like it’s my fault I had to go to the bathroom again. I was trying to tell them. Kept on touching my private area; what did they think I was saying? “That’s disgusting, Adam. Knock it off!” Knock what off? I’m soaked. I’d change myself if I could, but I can’t.

Three hours stuck in this chair without being able to move and now they want me to stand up. My legs are so sore and stiff. I know my cerebral palsy isn’t as bad as Jimmy’s but I wish I didn’t have it at all. There’s no way I can stand right now but they’re pulling me, yanking me by my arms out of the chair. Yelling, yelling, more yelling. Sorry teacher, I can’t do it. The yelling hurts my ears. The chair is kicked away by the teacher and I get thrown to the ground. All of the aides and assistants just watch, listen and do nothing to help me. How can they just stand there? Why won’t someone help me? I need help. I can’t stand, I’m sorry. I’m trying, but I can’t. Now, when all the other kids are watching television during free time, I’ll have to sit in the corner again, facing the wall. I hate that.

Strapped back in the chair and being yelled at now because I’m waving my arms and moving my head from side to side. I don’t know why I do this; I just do. I don’t mean to do it; I just do. I’m not doing it to make you angry; I just do. Another kid in the class with autism does it too. How come they don’t yell at him? Why don’t they grab him? Is it because he can talk and I can’t? I don’t get it. I wish I could ask him. He’d tell me. He’s my friend. Now the classroom assistant is really mad at me. She says that she is not gonna let go of my head until I stop. I wish I could tell her that I want to stop, that I don’t mean to do it, but she just keeps grabbing me. It hurts. She is squeezing soooo hard. I’m going to try to stop. I’m going to try and keep it together. I remember that time on the field trip when we went to pick pumpkins. She got really mad at me for doing this. She grabbed me by the head that time too. When I got upset and started kicking, she sat on me. I was in my wheel chair. I couldn’t move. She was so heavy. It hurt my legs. Please don’t do that again. Mommy, I want to go home.

Sitting in the cafeteria and they want me to eat my lunch, but I can’t concentrate on that. Can’t anyone smell that? I have poop in my pants. It’s disgusting. I’ll eat after someone changes me. Please someone change me, it’s making my rash burn. Stop trying to stuff that sandwich in my mouth. I’ll eat after you change me. No, no, don’t throw my lunch in the garbage again. I’m hungry.

Back in the classroom again. Still got this poop in my pants. The other kids are watching cartoons. I’m in the corner. I can’t take this sitting in my poop anymore. I reach into the back of my pants, dig some out and throw it on the floor. That got their attention. Boy, are they mad but what else could I do? Hey! Ow! That hurts! Four people pull me out of the chair and stand me up. Dragged into the bathroom and the teacher starts to clean my mess. She wipes way too hard. It hurts. Can’t she see the blood on the paper? You’re all squeezing way too hard, all four of you. Don’t you remember that time you broke the bones in my hand doing that? At least I got cleaned up a little. Boy, am I hungry!

Just thirty more minutes and I’m back on the bus to go home. I can’t wait to get out of here. I used to like coming to school. I try not to listen to the bad things everyone is saying about me. It hurts my feelings. I wish I could tell them to stop. It’s so frustrating not be able to talk. If I could pick just one, walking or talking, I’d pick talking.

As I get put on the bus, the teacher tells me to do them all a favor and stay home tomorrow. Sounds like a great idea. I’ll try but Mom always finds my shoes.

About Adam

Like so many special needs children, whose disabilities aren’t understood by the people who work with them, Adam was thought to be difficult, a “pain in the ass.” In a school where the opinion of one can become “fact” to all, this meant that Adam’s stay there was going to be less than enjoyable for him, to say the least. Throughout this time, he would be subjected to both physical and emotional abuse. He would have his most basic needs neglected. Adam would be deprived of the education that he is entitled to by the very people that are paid to provide it to him. Unfortunately, in the school that Adam attended for that time period, he was not alone.

When I first met Adam, I was employed as a personal aide to another child that attended the same school. The school serviced individuals with various types of disabilities. There were no “mainstream” students that attended the school. All students enrolled were sent by their home school districts. A large number of schools that are attended by your “average” child are not equipped to meet the various needs of individuals with disabilities. Many of the students that attended Adam’s school required personal aides that were assigned to them for the entire school day. There were students ranging from three years of age through twenty-one years. These students not only had physical and developmental disabilities, such as Cerebral Palsy and Autism, but many had medical issues as well. Numerous students were confined to wheelchairs. Numerous students suffered from seizure disorders. Some were verbal, some were not. Some had behavioral issues, most did not. The cognitive abilities of the students varied greatly. Some students’ medical needs necessitated them to be accompanied by a nurse at all times. A small number of students would not live long enough to participate in their graduation from the school. All of the students had “special needs.”

Schools that service the special needs population are in most communities. You may have one in yours and not even realize it. The sad reality is that the history of special education is one of seclusion. These types of students and schools are typically tucked away and not talked about. I believe this to be one of the many contributing factors that allow students such as Adam to be treated the way that they are.

Adam and I bonded immediately. The first time we met he was strapped in his wooden Rifton chair being pushed down the hallway by his teacher. A tray was attached to the chair that Adam was leaning on. He seemed sad to me. I stopped to say hello and introduce myself. “Hi, buddy, my name is Mr. Rick. Give me a high five.” My smile and raised hand were met with the same. The teacher told me that his name was Adam. I told Adam that it was nice to meet him and wished him a great day. Adam became very excited and happy. He began to sway from side to side in his chair while laughing and flapping his arms. His head was now constantly in motion. Although Adam was unable to verbalize his thoughts and feelings in the way that I can, I understood exactly what he was saying to me. The teacher told him to knock it off and continued to push him down the hall.

I initially thought that Adam must not be ambulatory. He was strapped in this Rifton chair being pushed down the hall. He must not be able to walk. I would soon learn that that was not the case at all. Adam, while sometimes had difficulty walking and standing, was in this wooden chair for other reasons. He was placed in this chair to contain him. He was placed in this chair to restrict his movements. He was strapped in this chair and he was being restrained. This was certainly easier than having to deal with Adam’s tendencies to walk away. This was certainly easier than having to try to explain to Adam that we’re not going there right now, we have to go here. The few moments it took to strap Adam into this chair was a whole lot easier than having to deal with him all day. If Adam can’t get up and wander away, the people that are employed to teach him and work with him throughout the day don’t have to pay much attention to him at all. They don’t have to do their jobs. They can get their paychecks without earning them.

The chair that Adam, and many other students, was placed in on a regular basis is made by a company called “Rifton.” When utilized properly, the chair is a helpful piece of adaptive equipment, providing body support when needed. There are individuals that benefit from their use. In Adam’s case, the chair was misused on a daily basis. Adam was, and is, more than capable to sit in a regular chair at a desk. He was placed in the Rifton chair to contain him.

The Rifton Company addressed this issue on their website (www.rifton.com). “Using straps, trays or supports to restrict a child’s movement is considered behavioral restraint, which may raise ethical and legal issues for your facility. Rifton Equipment is not intended for this use.”

Adam often exhibited behavioral issues while strapped in the Rifton chair. He would throw things that were placed in front of him. He would reach and grab things that were near him, only to throw them on the ground. If he got hold of paper, books or magazines, he would tear them. I believe, the majority of the time, Adam was reacting to how he was being treated or to things that he heard that were being said about him; sometimes directly to him, other times to others around him.

I remember seeing Adam in the hall one day. He was being pushed down the hall by the teacher assistant assigned to his class. As soon as Adam saw me, he began to smile and rock back and forth. Adam was acknowledging my presence and expressing his happiness in seeing me. I said, “Hi Adam. I love your smile. You have such a beautiful smile.” The assistant immediately replied, “There is absolutely nothing beautiful about this child.” She had a look of disgust on her face. She pushed him further down the hall.

Adam understood everything he heard. Adam has feelings just like you or I. One of the many innocent mistakes made by some of the people that work with individuals with disabilities is they forget that. They fall into the trap of assuming that if a person can’t speak, he or she must not be able to understand things as well. Often the behavior that teachers, administrators, aides or assistants find so disturbing is behavior that is a direct result of their actions and/or words. The student is reacting to how they are being treated or what they are hearing. Other times, the behavior may be a result of some sort of physical discomfort the student is experiencing but is unable to verbally express. I have a son who is a teacher with his Master’s Degree in Special Education. One of his professors in college told him that, “All behavior is communicative.” How true this is, yet so many “educators” are so quick to dismiss behavior that they witness as nothing more than a child acting out because they’re “spoiled”; their parents let them get away with things that they wouldn’t let a non-disabled child get away with. As was the case with Adam, the child is labeled a “pain in the ass” and is dealt with accordingly. They fail to understand what the child is attempting to tell them.

I was not in Adam’s classroom but, for a time period, visited him often. I was welcome by the teacher to do so. Adam always behaved while I was there. He looked forward to my visits. The teacher began to use me as a reward for Adam. He was told that if he did his work and behaved himself that Mr. Rick would come to see him. I was told this was a helpful tool in getting Adam to do the things that he was supposed to do. Sometimes, however, when I went to visit Adam, I was told that I could not see him. I was told he had lost that privilege that day because he hadn’t done what he was supposed to do.

My visits to Adam’s classroom ended entirely when I witnessed Adam being physically abused. I walked into the classroom to find the teacher attempting to pull Adam out of his chair. She was grabbing and pulling Adam by his wrists. She was yelling at him very loudly. Adam was pulled out of the chair but would not stand on his own. The teacher kicked the chair away from him. Adam would still not stand on his own. The teacher threw him to the ground. Adam landed on his backside and remained on the ground as the teacher walked away from him.

I immediately expressed my concerns to the teacher as to what I had just witnessed. I cited the possible consequences of injury that could result in throwing a child to the ground. The teacher justified her actions by telling me that Adam’s diaper had cushioned his fall so there was not a possibility of injury. A brief argument ensued. The teacher was not interested in my opinion that a head or back injury could have resulted from her actions. I informed her that if I ever witnessed such abuse again, that I would report it to the appropriate authorities. I was asked to leave the classroom.

The next day, I was informed by Adam’s teacher that I was no longer allowed in the classroom. I was told that my presence was a distraction to Adam and caused him to act out. A speech therapist who worked at the school approached me and warned me to “watch my back.” She stated that, following the incident with Adam and his teacher, there was a conspiracy among a group of the staff to discredit me.

Teachers caught on tape bullying special-needs girl

2011-11-16T19:30:00.002-05:00

Visit msnbc.com for breaking news, world news, and news about the economy

2011-10-20T21:44:00.004-04:00

DENVER – A state task force says it has little tolerance for the “zero tolerance” policies that have become standard procedure in school discipline.

What is lacking, the task force says, is common sense, and they say they’ve heard enough.

October 19, 2011 Julie Hayden FOX31 Denver

http://www.kdvr.com/news/kdvr-state-lawmakers-looking-to-add-common-sense-to-school-discipline-20111019,0,5779095.story

Video: Florida - Woman, 70, beats boy on bus

2011-10-12T20:52:00.003-04:00

Family of Autistic Boy Alleges Abuse

2011-10-06T22:16:00.002-04:00

2011-10-06T22:08:00.007-04:00

Family of Autistic Boy Alleges Abuse

Dad Sues School Board for $20M, Says Son Was Beat on Bus

Click on the link below to read the full news article.

http://www.wset.com/story/15636497/family-of-autistic-boy-seeks-20-million-from-school-system

Another news article on the same story.

2nd Bedford Co. bus attack lawsuit video shows child sprayed with aerosol

Published: October 06, 2011 By: Morgan Donnelly

http://www2.newsadvance.com/news/2011/oct/06/new-video-bedford-bus-attack-lawsuit-child-sprayed-ar-1365106/

2011-09-27T23:18:00.004-04:00

Post-Traumatic Stress Disorder

By Allison Gamble
09/26/2011

During the 2007-2008 school year, children with disabilities were pinned down over 18,000 times in Texas. Of these students, 20% were autistic, 40% developed emotional disorders, like post-traumatic stress disorder. Black eyes and broken medical equipment were par for the course. Public school system, what have you wrought?

Abused children may suffer, in accordance with forensic psychology, effects including excessive fear, inability to trust, attachment disorders, eating disorders, depression, and suicidal tendencies. It's common for children subjected to all kinds of abuse to withdraw from society because of life-long effects such as anxiety, relationship problems, mental illness, and post-traumatic stress disorder.

These are heightened in children with disabilities that limit effective communication. Restraint and seclusion becomes a negative feedback loop: should the child express displeasure with his or her situation, the perpetrator of the abuse is likely to handle what they perceive as negative behavior by inflicting the same punishment. A disabled student may not be able to communicate that these steps are being taken to an adult, and sometimes, it’s already too late: there are 50-150 deaths related to restraint annually.

Abused or neglected children may show aggressive bouts of anger, lashing out and possibly injuring themselves or others. According to Non-Abusive Psychological and Physical Intervention International, research shows children subjected to imposed restraint and seclusion are apt to feel resentment, fear, and anger, and further confirms that there is no therapeutic advantage to restraint and seclusion.

It is imperative that victims have mentors, teachers, counselors, or other trusted adults as resources to help them feel safe to achieve full recovery. Our legislators should force the illegality of restraint and seclusion beyond a doubt, and criminalize those who perform it. Above all, our educators should be held accountable for their colleague’s actions, as well as their own, and act as advocates for their students.

Post-traumatic stress disorder was pathologized during the 1970s when Vietnam veterans returned home from the horrors of war. School shouldn’t be a battleground.

Allison Gamble has been a curious student of psychology since high school. She brings her understanding of the mind to work in the weird world of internet marketing with forensicpsychology.net

2011-09-18T18:25:00.005-04:00

Restraint and Seclusion in Louisiana Schools

http://www.advocacyla.org/index.php/news-reader/items/restraint-and-seclusion-in-schools.html

The Advocacy Center is interested in information on the use of restraint or seclusion in Louisiana schools. We suspect that numerous students with disabilities across Louisiana are being subjected to some form of restraint or seclusion to deal with noncompliant behavior, though we have not received complaints about this issue. Here are some examples of what may constitute restraint or seclusion:

Students left alone in locked rooms, “time out rooms,” or secluded areas;
Students tied to wheelchairs or chairs;
The use of tape, tie-downs, ropes, “calming blankets,” or weights, or
The use of “holds” or “physical intervention” of any kind by teachers or other staff.

The improper use of restraint and seclusion could be a violation of your child’s rights as a student with a disability. If you or someone you know has a child with a disability who has been subjected to restraint or seclusion, please contact our intake department at 1-800-960-7705. You can also reach us via e-mail at advocacycenter@advocacyla.org.

Please pass this information on to any families you know with special needs children in Louisiana

2011-09-16T15:18:00.002-04:00

PSL Florida mother: Autistic son handcuffed, detained under Baker Act

September 15, 2011 1:23 AM

Watch the video below and click on the link to read the full article

http://www.cbs12.com/articles/autistic-4735248-child-restrained.html

2011-09-15T10:09:00.007-04:00

2011-08-30T00:24:00.008-04:00

Georgia Parents take Fulton to court over student abuse

Click on the link below to watch the video of CBS Atlanta News Coverage
http://www.cbsatlanta.com/story/15353535/parents-of-abused-student-take-case-to-court

The Georgia Fulton County School System

2011-08-27T22:38:00.000-04:00

Parents say abuse cover-up extends to state agency

Georgia (CBS ATLANTA)

Aug 25, 2011 By Jeff Chirico - email

Click on the link below to watch the video of CBS Atlanta News Coverage

http://www.cbsatlanta.com/story/15335196/exclusive-parents-say-abuse-cover-up-extends-to-state-agency

Third parent claims Fulton County Schools covered up abuse

Georgia (CBS ATLANTA)

Aug 19, 2011 By Jeff Chirico - email

Click on the link below to read the articles and watch the video of CBS Atlanta News Coverage

http://www.cbsatlanta.com/story/15296960/third-parent-claims-fulton-county-schools-covered-up-abuse?clienttype=printable

http://www.wsbtv.com/news/28839148/detail.html

Parent of student sprayed with Lysol demands answers from Fulton schools

Georgia (CBS ATLANTA)

Aug 19, 2011 By Jeff Chirico - email

Click on the link below to watch the video of CBS Atlanta News Coverage

http://www.cbsatlanta.com/story/15299407/fourth-parent-blasts-fulton-county-schools-for-abuse-cover-up

2011-08-18T23:57:00.002-04:00

Family Of Dead Student Plans To Sue School

August 11, 2011

Please click on the link below to view news coverage and read the full news article.

http://www.wsbtv.com/news/28839148/detail.html

Georgia - The family of a special-needs student who died in the spring plans to sue the Fulton County schools.

Ronald Hatcher says his son Aaron, who was 18, suffered from muscular dystrophy and cerebral palsy and couldn't talk or move on his own.

A specialized wheelchair and brace were required to keep him in a position where he could breathe, Hatcher said.

But he says a nurse assigned to Aaron at Roswell High School contacted him one day about a neck brace allegedly placed on the student by his teacher.

"She told us 'this is going on, and this is going on' and I was like, 'Can you do something about it?' and she said, 'They won't let me.'"

When he went to the school, Hatcher says he found Aaron wearing a sort of home-made brace that was not approved by either him or doctors, because of the the student's sensitive breathing situation.

Please click on the link below to view news coverage and read the full news article.

http://www.wsbtv.com/news/28839148/detail.html

2011-08-18T23:31:00.002-04:00

Georgia Updated News Coverage - Exclusive: Parents say Fulton covered up student abuse

Please click on the video below to watch the full

Georgia 11:00 pm news coverage from Wednesday 8/17/2011

2011-08-18T23:24:00.002-04:00

Parents Accuse Katy ISD of Abuse, Cover-Up

2011-07-21T19:41:00.000-04:00

Parents Accuse Katy ISD of Abuse, Cover-Up: MyFoxHOUSTON.com

Parents Tell Tales of Restraint and Seclusion

2011-07-01T22:36:00.000-04:00

TASH on Restraint and Seclusion

2011-06-21T21:00:00.000-04:00

Shouldn’t School Be Safe? Parent Guide – Prevention, Identification and Response to Restraint and Seclusion

2011-05-11T14:44:00.002-04:00

There are many families from all over the United States who have children with disabilities that are being prone restrained, tied and strapped to rifton type chairs, forced into locked and unlocked seclusion rooms and closets in the public school system because of behaviors that are part of their disabilities. Many of our children have little or no communication and the only way they can communicate is through behaviors. The trauma this has caused so many children and the emotional drain to families should never happen to any child or family.

Because parents have not been able to get help on this very serious subject, the parent guide "Shouldn't School Be Safe?" was developed by parents and for parents to help guide parents in ways to keep their children safe from restraint, seclusion and other aversive practices.

Please click on the link below to read "Shouldn't School Be Safe?" and pass this information on to all families of children with disabilities in the public school system. LEARN WHAT YOU CAN DO TO HELP STOP THESE AVERSIVE PRACTICES FROM HAPPENING TO YOUR CHILD.

Shouldn’t School Be Safe?
Parent Guide – Prevention, Identification and Response to Restraint and Seclusion

Developed by parents and for parents, Shouldn’t School Be Safe? is a guide covering the prevention and identification of, as well as the response to, instances of restraint, seclusion or other aversive interventions. This is available on the TASH website as a free resource. TASH members are encouraged to download this guide and share links to it with others. Shouldn’t School Be Safe? is a follow-up report to In the Name of Treatment. View and download this report by clicking on the link below.
http://tash.org/wp-content/uploads/2011/05/TASH_Shouldnt-School-Be-Safe1.pdf

2011-04-14T23:03:00.000-04:00

Miller: “There Is No Room for Torture and Abuse In America’s Schools”

April 6, 2011

Miller Introduces Legislation to Protect Students in School from Harmful Abuse

WASHINGTON, D.C. – Today, U.S. Rep. George Miller (D-CA), the senior Democrat on the Education and the Workforce Committee, introduced The Keeping All Students Safe Act, bipartisan legislation to prevent schoolchildren from being abused as a result of inappropriate uses of restraint and seclusion, often involving untrained staff. According to government investigations, these abusive practices were used disproportionately on children with disabilities. The legislation first passed the House a year ago with bipartisan support.

Additionally, TASH, an international disability rights organization, released a media report today highlighting dozens of instances across the country of inappropriate restraint and seclusion abuses in schools since the bill passed the House in March of 2010.

“In the year since this legislation passed the House but failed to become law, more children were abused in school. The investigations and news reports about harmful restraint and seclusion show children being tied up with duct tape, sat on by untrained staff, locked in rooms for hours at a time – this behavior looks like torture. This legislation makes it very clear that there is no room for torture and abuse in America’s schools.”

The Keeping All Students Safe Act would, for the first time, put in place minimum safety standards to prevent abusive restraint and seclusion in schools across the country, similar to protections already in place in medical and community based facilities. After two years, states will need to have their own policies in place to meet these minimum standards. It would apply to schools and preschools receiving federal education support.

Miller first requested a government investigation in January 2009, after the National Disability Rights Network released a report highlighting these types abuses. The Government Accountability Office (GAO) found that abusive restraint and seclusion were widespread in schools across the country. The GAO report also found that, more often than not, teachers and staff who used seclusion and restraint in abusive ways had not been properly trained. These practices were often being used as a routine disciplinary tactic, rather than in response to an emergency.

Seclusion, as the term is used in this context, means the act of involuntarily confining a student in an area by himself. Restraint is used to restrict an individual’s freedom of movement. As GAO explained, restraint can become fatal when it blocks air to the lungs. In some of the cases examined, ropes, duct tape, chairs with straps and bungee cords were used to retrain or isolate young children.

Unlike in hospitals, other health care facilities and most non-medical community-based facilities that receive federal funding, there are currently no federal laws that restrict the use of seclusion and restraint in public or private schools. State regulation and oversight varies greatly. Only 23 states have meaningful restraint and seclusion laws or regulations. As of today, only 13 states ban the use of restraints that impede breathing, only 10 states ban mechanical restraint and 10 states ban chemical restraints.

Specifically the legislation would:
• Limit physical restraint and locked seclusion, allowing these interventions only when there is imminent danger of injury, and only when imposed by trained staff;
• Outlaw mechanical restraints, such as strapping kids to chairs, and prohibit restraints that restrict breathing;
• Require schools to notify parents after incidents when restraint or seclusion was used;
• Encourage states to provide support and training to better protect students and prevent the need for emergency behavioral interventions; and
• Increase transparency, oversight and enforcement tools to prevent future abuse.

http://democrats.edworkforce.house.gov/newsroom/2011/04/miller-there-is-no-room-for-to.shtml

2011-03-13T17:38:00.003-04:00

Bermudians Seek Justice for Autistic Son

March 11, 2011 by bernews

A Bermudian couple living in Ohio has started a Facebook campaign to help draw attention, and seek justice, for their autistic son, whom they say was abused by a teacher.

The couple say their four year old son suffered abuse including

being held upside down by his feet, and having the teacher force

his jaw open while forcing him to the ground, and is now suffering

from the emotional effects of the alleged abuse.

His mother, Ashlie O’Connor, asked for people to “Please show your support, show Adam your support, please comment on Justice for Adam’s wall.” The page has attracted over 1,100 fans as of this writing, and you can join it here.

The Facebook page tells the full story, which is reprinted below:

Hello and thank you for taking the time to read our story, Adam’s story. As many of you were asking us what has happened to Adam, I decided to start this facebook page as a way to inform you and others of the serious wrong my son endured while attending pre-school. I am trying to achieve justice for Adam, but no matter where I turn no-one seems to be listening, no-one wants to hear me or Adam.

To help other’s understand I have decided to write his story, for him and us.

To read the complete article, please click on the link below.
http://bernews.com/2011/03/bermudians-seek-justice-for-autistic-son/

2011-03-09T17:05:00.001-05:00

SNOHOMISH COUNTY, Washington
A local mother said she is outraged after seeing surveillance video showing her 6-year-old daughter getting jerked to the floor of her school bus by a Snohomish School District bus driver.
See video below.

2011-03-09T16:59:00.001-05:00

2011-01-24T22:59:00.005-05:00

Join the APRAIS Pledge to End Restraint and Seclusion
The following is an important notice from the Alliance for the Prevention of Restraint, Aversive Interventions and Seclusion (APRAIS). Click on the link below to find out how you can help put an end to the use of restraint, seclusion and aversive treatments used on children with disabilities in the public school system.
http://tash.org/join-the-aprais-pledge-to-end-restraint-and-seclusion/

2011-01-14T22:35:00.008-05:00

To the President of Towson University,

I can't begin to describe to you the outrage I felt about your University when I heard about the way you have treated one of your students, Melissa Mooney. Melissa has done nothing wrong. To the contrary, she is a hero, with the courage to do the right thing. She deserves commendation from your office, and a special effort made by you to make things right.

Melissa did nothing more than report child abuse in a special needs classroom. Instead of being lauded as a hero, she lost her internship, lost a year out of her career, and is in fear that she will not be able to pursue her passion of teaching special students. Any reasonable person would instantly recognize how wrong that is. What is taking Towson University so long to figure it out, and do the right thing?

Melissa has been vilified, and very effort has been made to discredit her. Have we lost our minds? She made a good faith effort to report abuse, and she is treated like a pariah? What message does that send to the rest of your student body, and to our society as a whole?

Towson's role in the affair is shameful. It is time for you to take charge here, and do the right thing. Melissa deserves better. And so does every one of the students she was trying to protect.

Sincerely,

Alan XXXXXX

Please watch video below.

2011-01-14T22:28:00.006-05:00

2010-12-17T23:41:00.003-05:00

Mom: School guard hurt special-needs boy

8th-grader reportedly had broken pelvis after being subdued following panic attack

Dec 10, 2010

Indiana - The mother of a special-needs student in Wayne Township says her son was seriously injured when a school security guard knocked him to the ground and pinned him there with his knee.

Deborah Faver said Thursday that her son, Luke Freeman, was then left writhing in pain on the floor of a locked room at the Sanders School for two hours after the Dec. 2 incident.

When she took the 15-year-old eighth-grader to Community Hospital South's emergency room that evening, she said, a doctor told her an X-ray showed Luke had a broken pelvis.

Please click on the link below to read the complete article.
http://tinyurl.com/39fyfee

Autistic Child's Experience in Taconic Hills School District & Anderson Center for Autism

2010-12-04T23:21:00.005-05:00

2010-12-03T21:11:00.003-05:00

Pahrump school officials charged in special ed abuse case

Thursday, Dec. 2, 2010 By Jackie Valley (contact)

Nevada - Four faculty members at Floyd Elementary School in Pahrump have been formally charged in connection with the alleged abuse of children in a special education class, Nye County District Attorney Brian Kunzi announced today.
Principal Holly Lepisto, teacher Sarah Hopkins, and classroom aides Kathryn Cummings and Phyllis Du Shane have each been charged with one count of child abuse or neglect, a category B felony, officials said. They were arrested Nov. 23.
Hopkins, Cummings and Du Shane allegedly used physical force on four students in Hopkins' special education class during the past year, according to the criminal complaint. The 5- to 7-year-old children, who have a variety of physical and mental disabilities, were subjected to "spankings," "flicking," "pushing," "slapping," "violent shaking" and "grabbing," the criminal complaint alleges. Please click on the link below to read the full article.
http://www.lasvegassun.com/news/2010/dec/02/pahrump-school-officials-charged-special-ed-abuse-/

Mom Sues School Over Controversial Restraint Policy

2010-11-28T21:06:00.003-05:00

2010-11-06T19:58:00.003-04:00

Student with bloody eyes will likely change schools

Abdullah Fisher, 14, still has red eyes from injuries he said he sustained after a school resource officer put him in a hold at Dorothy Thurman Alternative School last Thursday.

11/04/2010

http://www2.tbo.com/content/2010/nov/04/041857/student-with-bloody-eyes-will-likely-change-school/

TAMPA, Florida - A 14 year-old boy who claims a school aide put him in a restraining hold that led to his eyes bleeding will likely wind up at a new school. The white part of Abdullah Fisher's eyes were still blood red today, a week after the incident at Dorothy Thomas School.

"When Abdullah was getting choked - he told him that he couldn't breathe," said Deborah Williams, his mother. "I don't want Abdullah going back to that school."

Fisher said it started last Thursday when he "smacked" paper out of his teacher's hands. Staff called in the school's resource officer, formally called an exceptional student education aide, and a scuffle escalated, according to Fisher. That aide tried to put Fisher in a time-out room, but he fought back

"He took me up and he slammed me," Fisher said. "He had me ... in the Full Nelson move. I kept telling him I couldn't breathe."Fisher is 14, but because of a disability is on a third grade level, according to his mother. By the time he got off the bus Thursday afternoon, blood was dripping from his left eye, according to family witnesses at home.

"I had blood on my shirt," Fisher said. "The bus driver [saw] it … and asked me what happened."

Hospital paperwork shows he suffered a subconjunctival hemorrhage, which causes blood to leak from a broken vessel in the eyes. He also sustained an acute cervical strain.

By Wednesday afternoon, school administrators called Williams to set up a meeting today. A special education instructor will evaluate Fisher and his mother to see what school will fit him best. Williams said school leaders could have Fisher placed in a new school by Monday.

"Just have special ed. kids alone in the classroom; not special ed kids mixed with regular kids," Williams said. "They tease him a lot and he gets angry and fights back."The state attorney's office will investigate whether the aide should face charges. The Hillsborough County school district reassigned him away from children until the investigation is over.

"This is an aide who is trained in legal measures for restraining out of control students and that appears to be what the situation was," said Linda Cobbe, Spokeswoman for Hillsborough County Public Schools. "When the student left the school there were no visible injuries but we reported it to child protective investigations and there's an investigation ongoing."But Fisher said his eyes started bothering him while he was sitting in the time-out room.

"When they put in the room my eyes started getting puffy," he said. "When [the officer] came back and saw my eyes, he shut the door back and locked it."That doesn't sit well with his mother.

"He's just a child; he's going to want to fight back, but there's a way to restrain people," Williams said. "You don't have to choke him and shorten his breath [or] cut off his circulation."
**************
Full Nelson Hold - A wrestling hold in which both hands are thrust under the opponent's arms from behind and then pressed against the back of the opponent's neck.

2010-10-26T22:57:00.007-04:00

OUR CHILDREN LEFT BEHIND WEBSITE AND HOT LINE:

Website with updated information for parents and families:
http://www.ourchildrenleftbehind.com/

The No Restraint/No Seclusion Toll Free Hotline: 1-877-622-5176

Tricia and Calvin Luker
www.ourchildrenleftbehind.com Copyright 2010 by Tricia and Calvin Luker. Permission to forward, copy and post this article is granted so long as it is attributed to the authors and www.ourchildrenleftbehind.com.

What to Do if Your Child Is Restrained or You Suspect Was Restrained

2010-08-20T13:30:00.000-04:00

1. Take pictures of any visible injuries and document those injuries.

2. Take your child to his/her Pediatrician or the Emergency room for a complete physical examination.

3. Call the child abuse hotline and report it.

4. File a police report.

5. Send a "No Restraint" letter to the school principal, the district superintendent and/or members of the school board. You may want to either hand-deliver this or send it certified mail. A sample letter can be found here (Respect ABILITY Law Center): http://www.respectabilitylawcenter.com/resources.htm
You can change the "No Restraint Letter" to fit your needs. Make sure you add that that school staff are not to call the police also. Make it clear that you want them to contact the family members you have listed and that restraint, seclusion and the police are not necessary.
Note: This form may not stop the schools from restraining children but they will not be able to come back later on and say that you were aware that your child was being restrained and never objected.

6. File a complaint with your state Department of Education:
http://www.ed.gov/about/contacts/state/index.html?src=ln

7. File a complaint with you state Disabilities Rights Network (aka Protection and Advocacy):
http://www.napas.org/aboutus/PA_CAP.htm

8. Contact Families Against Restraint and Seclusion at http://www.blogger.com/familiesagainstrestraint@yahoo.com and share your experience. We understand what you're going through because we too have lived through it.

What You Can Do to Help Stop the Overuse and Unnecessary Use of Restraint and Seclusion In Your State

2010-08-20T12:45:00.000-04:00

In order to create change, we must work together to fight this as a group. We cannot do this alone. If you or someone you love has been restrained or placed in seclusion, or if you want the overuse and abuse of restraint and seclusion to stop, here are some things you can do in your state:

1. Contact The Protection and Advocacy (P&A) System and Client Assistance Program (CAP) in your state. http://www.napas.org/aboutus/PA_CAP.htm

2. If your child has been physically restrained in school, file written complaints with your state DOE about your situation in regards to your child being restrained or put in seclusion. This may not do much but at least it will be documented and on file. This will create a paper trail.

3. Contact your state legislatures and make them aware of the restraint and seclusion problem families are having in your state. Start with a letter, follow up with a phone call and then a meeting in person. Suggest that a bill be created or a current law be updated to protect children with disabilities in the public school system. You will need the support of other families and advocacy groups to get this accomplished.
State Legislatures Internet Links
http://www.ncsl.org/public/leglinks.cfm

4. Contact your local Media and share your story.
Media Tool Kit from APRAIS http://aprais.tash.org/toolkit.htm

5. Report abuse to your local Child Protection Agency. Note: Most Child protection agencies do not have any authority over public schools but most will go in and investigate and write up a report. Paper trail.

6. Take pictures of any marks or bruises on your child's body and document, document, document.

7. Work with other families to create your own state group to stop restraint and seclusion on our children in the public school system.

8. Encourage parents to follow the above tips for what to do if their child has been or is suspected to have been restrained or placed in seclusion at school.

Please remember, if you do nothing then nothing will ever change.

If you need help with any of the above, contact us at familiesagainstrestraint@yahoo.com or http://groups.yahoo.com/group/RESTRAINT_INFO

Special Education Law Advocacy for Parents and Advocates

2010-08-19T14:38:00.002-04:00

Wrightslaw - Parents, educators, advocates, and attorneys come to Wrightslaw for accurate, reliable information about special education law, education law, and advocacy for children with disabilities. Learn about IEP's IDEA law and more.
http://www.wrightslaw.com/

Individualized Education Programs (IEPs) http://www.wrightslaw.com/info/iep.index.htm

IDEA 2004
http://www.wrightslaw.com/idea/index.htm

Independent Educational Evaluations:
What? Why? How? Who Pays?Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004)
by Wayne Steedman, Esq.
http://www.wrightslaw.com/info/test.iee.steedman.htm

Discrimination: Section 504 and ADA
http://www.wrightslaw.com/info/sec504.index.htm

Due Process Hearings
http://www.wrightslaw.com/info/dp.index.htm

IDEA 2004
http://www.copaa.net/news/idea04.html

2010-08-02T21:50:00.003-04:00

Autism Teacher Charged With Child Cruelty

08-02-2010
http://www.wusa9.com/news/local/story.aspx?storyid=106232&catid=158

Centreville, Va. (WUSA) - A pre-school autism teacher has been suspended pending charges of child cruelty and a lesser charge of child abuse, according to Fairfax County Police.

Police said Jennah Christine Billeter, of Fairfax, physically assaulted and mistreated two boys, ages four and five, who were assigned to her class at Deer Park Elementary School, in the Centreville area.

School officials said they suspended Billeter the moment they found out about the charges. Officials said they immediately launched an investigation as a result of the allegations.

Billeter is charged with one count of misdemeanor assault and two charges of felony cruelty to children.

Anyone with more information is encouraged to contact Crime Solvers at (866) 411-TIPS (8477), or call Fairfax County Police at (703) 691-2131.

Jonathan Carey's Story:The Killing of an Innocent Boy with Autism

2010-07-01T12:54:00.003-04:00

America's Forgotten Children

2010-04-08T10:24:00.004-04:00

We've Got a Big Problem!

2009-12-23T10:16:00.006-05:00

2009-11-23T21:14:00.011-05:00

The truth that parents and families need to know!

Abuse at the Anderson School

Now called the Anderson School for Autism

http://www.andersoncenterforautism.info/

2009-10-17T20:59:00.000-04:00

Friday, 14 Aug 2009 Peter Linton-Smith
LECANTO, FL - A grainy surveillance tape will likely become 'Exhibit A' in a forthcoming lawsuit against the Citrus County School District.
"I don't have the slightest doubt that it's child abuse," said Mark Kamleiter, an attorney representing a 14-year-old autistic boy seen in the video.
Kamleiter says the videotape shows a teacher at the Crest School in Lecanto and an aide abusing the child.
"They grab him by his arms and drag him on his knees out of the classroom, down the open school hallway and literally throw him into a dark room."
To read the complete article, click on the link below. http://www.myfoxtampabay.com/dpp/news/local/nature_coast/autism_abuse_lawsuit_081309
Click on the video below to hear the full news report on this story.

Florida Surveillance Tape Footage Shows School Abuse

2009-10-17T20:58:00.004-04:00

Is Your School on Our List?

2009-08-19T14:00:00.030-04:00

State by State Listing of Schools that have allegedly overused or unnecessarily used Restraint & Seclusion

The following schools have been identified or reported as schools that have allegedly over used or unnecessarily used restraint or seclusion and/or engaged in other abusive practices. Is your school on the list? Should it be? If so, please email familiesagainstrestraint@yahoo.com with the school name, school district, city, and state. Your contact information will be kept confidential.

Disclaimer: This list is accurate to the best of our knowledge. Please be advised that we have not personally investigated the schools on this list, but have compiled this list from published newspaper articles and/or received reports from parents, advocates, and/or others concerned about the welfare of children. We are not accusing any school or individual of wrongdoing, only reporting "allegations" for informational purposes only.

UPDATED August 16, 2010

Alabama
1. Madison County Elementary School, Madison County, Gurly, AL (Rape)

Arizona
1. Playa Del Rey Elementary School 550 N Horne Street, Gilbert AZ (Time out closet)
2. Settlers’ Point Elementary, Gilbert, AZ (Restraint: Repeated restraints of 5 yr old boy with autism)

California
1. Bret Harte Middle School, San Jose School District, San Jose, CA (Restraint by Handcuffs)
2. Chino Valley Unified School District, Chino, CA (Aversive treatment)
3. Cortez School, 2226 East Rio Verde Drive West Covina, CA 91791 (Seclusion Rooms)
4. Guiding Hands School in El Dorado Hills, CA (Prone Restraint)
5. Hart Ransom School - Stanislaus County School district (Abuse and Neglect)
6. John F. Kennedy Elementary School, Modesto, CA
7. Lake View Elementary, Ocean View School District, Oakland, CA (Prone Restraint of 7 yr old boy with autism)
8. Mendenhall Middle School, Livermore School District, Livermore, CA (Restraint and Seclusion)
9. Monterrey Road Elementary, San Louis Obispo County Office of Education, Atascadero, CA (Restraint; Quiet Rooms)
10. Spectrum Schools, Oakland, CA (Restraint)

Colorado
1. Colorado Boys Ranch, Colorado Springs, CO (Restraint and Seclusion)
2. Johnson Elementary School, Poudre School District, Fort Collins, CO (Restraint and Seclusion)
3. Linton Elementary School, Poudre School District, Fort Collins, CO (Restraint and Seclusion)
4. Niver Creek Middle School. Thornton, Colorado. Adams County School Dist. #12 (Restraint)
4. Werner Elementary School, Poudre School District, Fort Collins, CO (Restraint and Seclusion)
5. Will Rogers Elementary School, Colorado Springs, CO (Restraint and Seclusion)
6. Zach Core Knowledge School, Poudre School District, Fort Collins, CO (Restraint of child with epilepsy
7. Sanchez Elementary School, Lafayette, CO. (Restraint and Seclusion)

Connecticut
1. Chamberlain Elementary School - New Britain, CT (Unreasonable force, unlawful restraint, physical, psychological and emotional abuse against special ed students)
2. Dwight Elementary School - Fairfield, CT (Cruelty to Autistic child)
3. O’Brien Learning Center, Seymour, CT (Seclusion Rooms used for children as young as 3)
4. Oxridge Elementary School, Darien, CT (Locked padded seclusion room; other seclusions of 6 yr old boy with autism)
5. New Canaan CT Public School - New Canaan CT (Abuse and neglect)
6. River Street School, Hartford, CT (Multiple restraints of 6 yr old boy with autism)
7. Unnamed Special Education Preschool, Middlebury, CT (Seclusion: 4 yr old boy with autism placed in closet)
8. Wilton High School, Wilton, CT (Restraints)

Florida
1. Avon Elementary School, Highlands District, Highlands County, FL (6 yr old girl arrested from her special education classroom for “disrupting classroom” with her crying and resisting forced removal from classroom)
2. Chaires Elementary School, Leon County School District, Tallahassee, FL (Locked Seclusion room)
3. Challenger School, Martin County School District, Stuart, FL (Restraint, Abuse, Neglect)
4. Colonial Elementary School, Fort Meyers, FL
5. CREST School - Citrus County (Seclusion)
6. Florida Christian Institute of Academic Excellence, Fort Meyers, FL
7. Fruitville Elementary School, Sarasota County, Florida (Prone Restraint)
8. Garden City Elementary School, Fort Pierce, Florida (Saint Lucie County) Restraint, Seclusion and Aversive treatment)
9. Gilchrist Elementary School, Tallahassee, (Prevoked behaviors, suspended, and tried to have child baker acted)
10. Immokalee Community School, Immokalee, FL (Abuse: Teacher fired after he became drunk on field trip, kept 5 children in a locked hotel room, and verbally and physically assaulted them)
11. Kirby-Smith Middle School, Duvall County School District, Jacksonville, FL (Restraint: Teacher accused of duct taping boy to desk)
12. Lantana Middle School, Palm Beach, FL (Restraint: Boy with autism restrained 89 times in 14 months)
13. Limestone Creek Elementary School, Jupiter, FL (Restraint)
14. Manatee Elementary. St. Lucie County, FL
15. Monarch High School, Coconut Creek, FL (Abuse: Teacher’s aide under investigation for throwing metal chair at boy with autism)
16. Oak Hammock K-8, St Lucie County, FL
17. Parkside Elementary, Coral Springs, Broward County, Florida (Restraint and Seclusion)
18. Pelican Elementary School, Lee County, FL
19. Pinellas Central Elementary, Pinellas County FL
20. Royal Palm Exceptional School, Lee County, Ft. Myers, FL
21. Sealey Elementary School, Tallahassee (Seclusion)
22. Simons Career Center, Hillsboro County, Plant City, FL (Restraint and Seclusion)
23. South Seminole Middle School, Seminole County Public Schools, Cassleberry, Seminole Country (Abuse: Teacher charged with abusing 5 boys with autism multiple times)
24. Three Oaks Elementary, Lee County, FL (Restraint)
25. Trafalgar Elementary School, Lee County, FL
26. Unnamed School, Pinellas County, FL (Locked Seclusion Room: 9 yr old child with “severe emotional handicaps placed in concrete 6 x 6 room)
27. Venice Elementary School, Sarasota County School District, Venice, FL (Abuse: Special Ed. Teacher charged with Physical Abuse of students)
28. Villas Elementary, Fort Meyers, FL
29. Wilkinson Elementary School, Sarasota County, Florida (Prone Restraint)

Georgia
1. Alpine Psychoeducational Program, Pioneer Regional Educational Service Agency (RESA), Gainesville, GA (Seclusion DEATH: Suicide by hanging)
2. Chestatee Elementary, Cummng, GA 30040 (We are happy to report this school NO LONGER USES SECLUSION ROOMS!)
3. Hart County School, Hartwell GA (Restraint and Seclusion)
4. Hephzibah Elementary School, Richmond Cty, Georgia (Abuse, Seclusion)
5. Hightower Trail Middle School, Marietta, GA. Cobb County School District.
School used seclusion on a student 3 days after a detailed
IEP was created which stated that seclusion was not allowed.

Illinois
1. Jefferson Elementary School, Harvard, IL (Substitute teacher convicted of aggravated battery/unlawful restraint, sentenced to two years probation, a $1500 fine and 80 hours public service; taped two children with disabilities to chairs)
2. John B. Ward Du Quoin, IL
3. Kimball Hill Elementary School in Rolling Meadows , IL part of District 15 (excessive periods of time and physical restraints)
4. LYLE School in Bridgeview, ILL (Abuse and neglect)
5. Robert Frost Jr. High School, Schaumburg, IL
6. Schaumburg Township Elementary School District 54, Schaumburg, IL

Indiana
1. Fairview Elementary School, Richmond Community Schools, Wayne County, Richmond, IN (Restraint Injury)
2. Penn High School - Penn Harris Madison School Corporation 55910 Bittersweet Road, Mishawaka, IN (Restraint, Seclusion and Neglect)

Iowa
1. Adel Elementary School, Adel-Desoto-Minburg Community School District, Adel, IA (Seclusion)
2. Walnut Hills Elementary, Waukee, IA ( Seclusion, including one lasting 3.5 hours)
3. Waukee Elementary School, Waukee, Iowa (Restraint and Seclusion)

Kansas
1. Cleaveland Traditional Magnet - Wichita, Kansas (Overused and unnecessarily use of Restraint & Seclusion)
2. Heartspring, Witchita, KS (Restraint and Seclusion)
3. Logan Ave Elementary School - Emporia Kansas (Seclusion)

Kentucky
1. Crestwood Elementary School, Oldham County, KY (Seclusion: Boy with autism placed in locked closet 78 times in 11 weeks)
2. Louisa West Elementary - Louisa, KY (Restraint)

Maine
1. Southern Aroostook Community School CSD #9 - Dyer Brook, Maine (Restraining)
2. Houlton Elementary S.A.D. 29 - Houlton, Maine (Restraint and Seclusion)

Maryland
1. Bowling Brook Preparatory School, Keymar, MD (Restraint Death – Private School)

Massachusetts
1. Alice A. Macomber Elementary School, Westport, MA (Abuse: Two teachers charged with physically abusing a boy with autism)
2. Dr. Franklin Perkins School out in Lancaster, Mass (Restraint and Seclusion)
3. James M. Quinn Elementary School in Dartmouth, MA (Restraint and Seclusion)
4. Judge Rotenberg Education Center, Canton, MA (Restraint and Electroshock)
5. The Schwartz Center for Children (third party for the Dartmouth Public School) Dartmouth, MA (Basket Restraint Chair)
6. Wildwood Elementary School Amherst, MA 01002
Amherst-Pelham Regional School District (Restraint and Seclusion)

Michigan
1. Farley Hill Elementary, Pinckney, MI (Restraints)
2. Genesee Intermediate School District, MI
3. Lakeland Elementary School, Pinckney School District, Hamburg, MI (Restraints; Principal’s office used for seclusion room; improper arrest of special needs child)
4. Millet Learning Center , Bridgeport, MI (Restraint Death)
5. Navigator Middle School, Pickney, MI (Restraints and Seclusion)
6. Parchment High School, MI (Restraint Death)
7. Pathfinder Middle School, Pinckney, MI (Restraints and Seclusion)
8. Pinckney Elementary School, Pinckney, MI (Restraints)
9. Pinckney High School, Pickney, MI (Locked seclusion room)

Minnesota
1. Adams Elementary School, Anoka-Henepin School District, Coon Rapids, MN (Seclusion Room: Special investigation identified seclusion room)2. Aitkin Elementary School, Aitkin School District, FL (Seclusion Room: Special investigation identified 8 feet by 8 feet unlocked seclusion room)3. Alden-Conger ECFE, Alden-Conger Public School District, Alden, MN (Seclusion Room: Special investigation identified 2 unlocked seclusion rooms)4. Andover Elementary School, Anoka-Henepin School District, Andover, MN (Seclusion Room: Special investigation identified 2 seclusion rooms)5. Anoka High School, Anoka-Henepin School District, Anoka, MN (Seclusion Room: Special investigation identified two seclusion rooms)6. Armstrong Elementary School, South Washington School District, Cottage Grove, MN (Seclusion Room: Special investigation identified unlocked seclusion room)7. Becker Intermediate Elementary School, Becker Public School District, Becker, MN (Seclusion Room: Special investigation identified locked and unlocked seclusion rooms)8. Becker Primary School, Becker Public School District, Becker, MN (Seclusion Room: Special investigation identified locked and unlocked seclusion rooms)9. Bel Air Elementary School, Moundsville Public School District, New Brighton, MN (Seclusion Room: Special investigation identified seclusion room)10. Bell Center School, Anoka-Henepin School District, Coon Rapids, MN (Seclusion Room: Special investigation identified 2 seclusion rooms)11. Bellaire Transition Program, N.E. Metro District 916, MN (Seclusion Room: Special investigation identified seclusion room)12. Bird Island Elementary School, BOLD Public Schools #2534, Bird Island, MN (Seclusion Room: Special investigation identified unlocked seclusion room)13. Bren Road Education Center, Intermediate School District 287, Minnetonka, MN (Seclusion Room: Special investigation identified "calming" room; district cited in 2005 for failure to properly incorporate the use of time-out for seclusion into students IEP, failure to properly document amount of time student spent in time out, kept student in time out in excess of 15 minutes and denied student access to water, failure to provide a well ventilated room for time out. Corrective action was implemented.)14. Humboldt Junior High School, St. Paul, MN (Sexual Abuse: Special Education teacher allegedly had sex with 14 yr old girl with disabilities)15. Burnsville High, Burnsville-Eagan-Savage Dist. 191, Burnsville, MN (Seclusion Room: Special investigation identified seclusion room)16. Capitol View Center Alternative Learning Program, N.E. Metro School District 916, Saint Paul, MN (Seclusion Room: Special investigation identified seclusion room)17. Capitol View Center, Creative Alternatives Program, N.E. Metro School District 916, Saint Paul, MN (Seclusion Room: Special investigation identified seclusion room)18. Cedar Mountain Elementary School, Cedar Mountain School District, Cedar Mountain, MN (Seclusion Room: Special investigation identified seclusion room)19. Centennial Elementary School, Richfield School District, Richfield, MN (Seclusion Room: Special investigation identified 5 feet by 6 feet by 9 feet seclusion room)20. Central Family Center, Shakopee School District, Shakopee, MN (Seclusion Room: Special investigation identified seclusion room not currently in use)21. Central Middle School, Columbia Heights School District, Saint Paul, MN ((Seclusion Room: Special investigation identified unlocked seclusion room)22. Champlin Park High School, Anoka-Henepin School District, Champlin, MN (Seclusion Room: Special investigation identified seclusion room)23. Clear Springs Elementary School, Minnetonka School District, Minnetonka, MN (Seclusion Room: Special investigation identified unlocked 6 feet by 6 feet seclusion room)24. Coon Rapids High School, Anoka-Henepin School District, Coon Rapids, MN (Seclusion Room: Special investigation identified 2 seclusion rooms)25. Cornelia Elementary School, Edina School District, Edina, MN (Seclusion Room: Special investigation identified 10 feet by 4.5 feet seclusion room no longer in use)26. Crosby Elementary, Crosby, MN (Single child restrained over 100 times; over 40 hours spent in "Time Out" Room)27. Cuyuna Range Elementary School, Crosby-Ironton Public Schools, FL (Seclusion Rooms: Special investigation identified 2 seclusion rooms; one room is 8 feet 2 inches, the other one is 7 feet 8 inches)28. Dakota Ridge School, Rosemont-Apple Valley-Eagan School District, Apple Valley, MN (Seclusion Room: Special investigation identified unlocked 9 feet by 12 feet seclusion room; district cited in 2002, corrective action plan approved)29. Eagle Creek Elementary School, Shakopee District 720, Shakopee, MN (Seclusion Room: Special investigation identified 7 feet by 9 feet seclusion room)30. Edward Neill Elementary, Burnsville-Eagan-Savage Dist. 191, Burnsville, MN (Seclusion Room: Special investigation identified seclusion room)31. Fergus Falls Special Ed. Coop., Fergus Falls, MN (Seclusion Room: Special investigation identified seclusion room at elementary and middle school levels)32. Fertile-Beltrami High School, Fertile Beltrami ISD 599, Fertile, MN (Seclusion Room: Special investigation identified 9 feet by 15 feet seclusion room)33. Five Lakes Elementary School, Fairmont School District, Fairmont, MN (Seclusion Room: Special investigation identified 3 9 feet by 6 feet seclusion rooms)34. Five Lakes Junior High School, Fairmont School District, Fairmont, MN (Seclusion Room: Special investigation identified 2 9 feet by 6 feet seclusion rooms)35. Five Lakes Senior High School, Fairmont School District, Fairmont, MN (Seclusion Room: Special investigation identified 2 9 feet by 6 feet seclusion rooms)36. Forest Lake Area School District, Forest Lake, MN (Seclusion Room: Special investigation identified seclusion rooms in 3 elementary schools and 1 junior high school in the district)37. Fred Moore Middle School, Anoka-Henepin School District, Anoka, MN (Seclusion Room: Special investigation identified seclusion room)38. Gateway Level IV Program, North Branch School District, North Branch, MN (Seclusion Room: Special investigation identified 6x8, 8x8, 8x10, 10x12, 10x14, 23x10 seclusion rooms throughout district)39. Golden Lake Elementary School, Centennial School District 12, Circle Pines, MN (Seclusion Room: Special investigation identified locked seclusion room)40. Groveland Elementary School, Minnetonka School District, Minnetonka, MN (Seclusion Room: Special investigation identified unlocked 6 feet by 6 feet seclusion room)41. Hamilton Elementary, Anoka-Henepin School District, Coon Rapids, MN (Seclusion Room: Special investigation identified seclusion room)42. Hidden Valley Elementary, Burnsville-Eagan-Savage Dist. 191, Savage, MN (Seclusion Room: Special investigation identified seclusion room)43. Highlands Elementary School, Edina School District, Edina, MN (Seclusion Room: Special investigation identified 8.5 feet by 9 feet seclusion room no longer in use)44. Hillside Elementary School, South Washington County School District, Cottage Grove, MN (Seclusion Room: Special investigation identified unlocked seclusion room)45. Hinckley-Finlayson EBD School, Hinckley-Finlayson School District, Hinckley, MN (Seclusion Room: Special investigation identified 50 feet by 50 feet seclusion room)46. Hinckley-Finlayson Elementary School, Hinckley-Finlayson School District, Hinckley, MN (Seclusion Room: Special investigation identified 50 feet by 50 feet seclusion room)47. Hinckley-Finlayson High School, Hinckley-Finlayson School District, Hinckley, MN (Seclusion Room: Special investigation identified 50 feet by 50 feet seclusion room)48. Hosterman Education Center, Intermediate School District 287, New Hope, MN (Seclusion Room: Special investigation identified "calming" room; district cited in 2005 for failure to properly incorporate the use of time-out for seclusion into students IEP, failure to properly document amount of time student spent in time out, kept student in time out in excess of 15 minutes and denied student access to water, failure to provide a well ventilated room for time out. Corrective action was implemented.)49. Humboldt Junior High School, St. Paul, MN (Sexual Abuse: Special Education teacher allegedly had sex with 14 yr old girl with disabilities)50. Jackson Middle School, Anoka-Henepin School District, Champlin, MN (Seclusion Room: Special investigation found 2 seclusion rooms)51. Kimball Area High School, Kimball School District, Kimball, MN (Seclusion Room: Special investigation identified unlocked 7 feet by 6 feet seclusion room)52. Lakeview Elementary School, Albert Lea District 241, MN (Special investigation identified 8 feet by 9 feet locked seclusion room; school cited on 10/18/06 for safety code violations due to lack of lock disengagement system and lack of sprinkler system; room stopped was not used until repairs were made; unknown whether room is still used)53. LO Jacob Elementary, Anoka-Henepin School District, Coon Rapids, MN (Seclusion Room: Special investigation identified 3 seclusion rooms)54. Long Prairie Elementary School, Long Prairie & Grey Eagle School District 2753, Long Prairie, MN (Seclusion Room: Special investigation identified unlocked 11 feet by 8 feet seclusion room)55. Marion W. Savage Elementary, Burnsville-Eagan-Savage Dist. 191, Savage, MN (Seclusion Room: Special investigation identified seclusion room)56. Middle River High School, Greenbush, MN (Seclusion Room: Special Investigation identified 4 foot by 4 foot unlocked seclusion room)57. Milaca Elementary School, Milaca School District, Milaca, MN (Seclusion Room: Special investigation identified locked 9 feet 11 inches seclusion room and unlocked 6 feet 2 inches, by 5 feet 4 inches seclusion room in district; complaint filed 8 years ago was dismissed)58. Milaca High School, Milaca School District, Milaca, MN (Seclusion Room: Special investigation identified locked 9 feet 11 inches seclusion room and unlocked 6 feet 2 inches, by 5 feet 4 inches seclusion room in district; complaint filed 8 years ago was dismissed)59. Minnewaska Area Day Treatment Program, Minnewaska School District, Minnewaska, MN (Seclusion Room: Special investigation identified locked seclusion room)60. Minnewaska Elementary School, Minnewaska School District, Minnewaska, MN (Seclusion Room: Special investigation identified unlocked seclusion room)61. Minnewaska High School, Minnewaska School District, Minnewaska, MN (Seclusion Room: Special investigation identified unlocked seclusion room)62. Monroe Elementary School, Anoka-Henepin School District, Brooklyn Park, MN (Seclusion Room: Special investigation identified seclusion room)63. Moorehead Senior High School, Moorehead Area School District, Moorehead, MN (Seclusion Room: Special investigation identified 5 seclusion rooms – one possibly Room 208; complaint filed, results unknown)64. Newport Elementary School, South Washington County School District, Newport, MN (Seclusion Room: Special investigation identified unlocked seclusion room)65. New Prague High School, New Prague School District, New Prague, MN (Seclusion Room: Special investigation identified 13 feet by 11.5 feet seclusion room)66. New Prague Middle School, New Prague School District, New Prague, MN (Seclusion Room: Special investigation identified 15 feet by 30 feet seclusion room)67. New Ulm School Grades 4-6, New Ulm School District, New Ulm, MN (Seclusion Room: Special investigation identified 7 feet by 10 feet seclusion room)68. New Ulm School Grades 7-12, New Ulm School District, New Ulm, MN (Seclusion Room: Special investigation identified 6 feet by 8 feet seclusion room)69. North Branch High School, North Branch School Distrcit, North Branch, MN (Seclusion Room: Special investigation identified 6x8, 8x8, 8x10, 10x12, 10x14, 23x10 seclusion rooms throughout district)70. North Branch Middle School, North Brach School District, North Branch, MN (Seclusion Room: Special investigation identified 6x8, 8x8, 8x10, 10x12, 10x14, 23x10 seclusion rooms throughout district)71. North Branch Primary School, North Branch School District, North Branch, MN (Seclusion Room: Special investigation identified 6x8, 8x8, 8x10, 10x12, 10x14, 23x10 seclusion rooms throughout district)72. Northdale Middle School, Anoka-Henepin School District, Coon Rapids, MN (Seclusion Room: Special investigation identified seclusion room)73. North Elementary School, Princeton School District, Princeton, MN (Seclusion Room: Special investigation identified seclusion room)74. Northpoint Elementary School, Spring Lake Park School District, Spring Lake Park, MN (Seclusion Room: Special investigation identified seclusion room)75. Northwest Counseling and Guidance Clinic, Rice Lake, Minneapolis, MN (RESTRAINT DEATH: 7 yr old Angelika "Angie" Arndt" died due to asphyxia during a prone restraint; death ruled a homicide)76. Northwood Childrens' Home, Duluth, MN (RESTRAINT DEATH: 17 yr old Bobby Sue Thomas died on 8/16/96 during prone restraint)77. Oakview Middle School, Anoka-Henepin School District, Anoka, MN (Seclusion Room: Special investigation identified seclusion room)78. Oxbow Creek Elementary School, Anoka-Henepin School District, Champlin, MN (Seclusion Room: Special investigation identified seclusion room)79. PACT Charter School, Ramsey, MN (Seclusion Room: Special investigation identified 5 feet wide by 6.5 feet long seclusion room)80. Park Terrace Elementary School, Spring Lake Park School District, Spring Lake Park, MN (Seclusion Room: Special investigation identified seclusion room)81. Pearson Elementary School, Shakopee District 720, Shakopee, MN (Seclusion Room: Special investigation identified 10 feet by 20 feet seclusion room)82. Pine River-Backus Elementary School (Seclusion Room: Special investigation identified school has seclusion room)83. Pine River-Backus High School (Seclusion Room: Special investigation indentified school has seclusion room)84. Princeton Middle School, Princeton School District, Princeton, MN (Seclusion Room: Special investigation identified seclusion room)85. Ramsey Elementary School, Anoka-Henepin School District, Anoka, MN (Seclusion Room: Special investigation identified seclusion room)86. Red Oak Elementary School, Shakopee District 720, Shakopee, MN (Seclusion Room: Special investigation identified 10 feet by 13 feet seclusion room)87. Red Rock Elementary School, South Washington County School District, Woodbury, MN (Seclusion Room: Special investigation identified unlocked seclusion room)88. Redwood Valley High School, Redwood School District, Redwood, MN (Seclusion Room: Special investigation identified 6 feet 8 inches x 9 feet by 8 inches seclusion room)89. Redwood Valley Middle School, Redwood School District, Redwood, MN (Seclusion Room: Special investigation identified 6 feet by 5 feet 3 inchess seclusion room)90. Reed Gray Elementary School, Redwood School District, Redwood, MN (Seclusion Room: Special investigation identified 7 feet 6 inches by 7 feet 3 inches seclusion room)91. Richfield Intermediate School, Richfield School District, Richfield, MN (Seclusion Room: Special investigation identified 5 feet by 6 feet by 9 feet seclusion room)92. Richfield Middle School, Richfield School District, Richfield, MN (Seclusion Room: Special investigation identified 5 feet by 6 feet by 9 feet seclusion room)93. River Valley Education Center, River Valley School District, River Valley, MN (Seclusion Room: Special investigation identified two 10 feet by 12 feet seclusion rooms)94. Royalton Elementary School, Royalton School District, Royalton, MN (Seclusion Room: Special investigation identified unlocked 7.5 feet by 8 feet seclusion room)95. Rum River Elementary School, Anoka-Henepin School District, Andover, MN (Seclusion Room: Special investigation identified seclusion room) 96. Scenic Heights Elementary School, Minnetonka School District, Minnetonka, MN (Seclusion Room: Special investigation identified unlocked 6 feet by 6 feet seclusion room)97. Scott Highlands Middle School, Rosemount-Apple Valley-Eagan School District, Apple Valley, MN (Seclusion Room: Special investigation identified 6 feet by 7 feet seclusion room)98. Sheridian Hill Elementary, Richfield School District, Richfield, MN (Seclusion Room: Special investigation identified 5 feet by 6 feet by 9 feet seclusion room)99. Sky Oaks Elementary School, Burnsville-Eagan-Savage Dist. 191, Burnsville, MN (Seclusion Room: Special investigation identified seclusion room) 100. Sky View Elementary School, North St. Paul-Maplewood-Oakdale School District, Oakdale, MN (Seclusion Room: Special investigation identified seclusion room)101. Sleepy Eye School District, Sleepy Eye, MN ((Seclusion Room: Special investigation identified 8 feet by 15 feet "quiet room")102. Snail Lake Education Center, Bridges Program, Moundsview Public School District, Shoreview, MN (Seclusion Room: Special investigation identified seclusion room)103. Sorteberg Elementary School, Anoka-Henepin School District, Andover, MN (Seclusion room: Special investigation identified seclusion room)104. South Education Center, Intermediate School District 287, Richfield, MN (Seclusion Room: Special investigation identified "calming" room; district cited in 2005 for failure to properly incorporate the use of time-out for seclusion into students IEP, failure to properly document amount of time student spent in time out, kept student in time out in excess of 15 minutes and denied student access to water, failure to provide a well ventilated room for time out. Corrective action was implemented.)105. South Elementary School, Princeton School District, Princeton, MN (Seclusion Room: Special investigation identified seclusion room)106. SUCCESS Program, Southland Independent School District 500, MN (Seclusion Room: Special investigation identified 11.5 feet by 5.5 feet seclusion room)107. Sun Path Elementary School, Shakopee District 720, Shakopee, MN (Seclusion Room: Special investigation identified 6 feet by 8 feet seclusion room)108. Sunrise River Elementary School, North Branch School District, North Branch, MN (Seclusion Room: Special investigation identified 6 feet by 8 feet seclusion room)109. Sweeney Elementary School, Shakopee District 720, Shakopee, MN (Seclusion Room: Special investigation identified 6 feet by 8 feet seclusion room)110. Turtle Lake Elementary School, Wings Program, Moundsville Public School District, Shoreview, MN (Seclusion Room: Special investigation identified seclusion room)111. Vale Educational Center, Burnsville-Eagan-Savage Dist. 191, Eagan, MN (Seclusion Room: Special investigation identified seclusion room)112. Valley Crossing Community School, N.E. Metro School District 916, Woodbury, MN (Seclusion Room: Special investigation identified seclusion room)113. Valley View Elementary School, Columbia Heights School District, Bloomington, MN (Seclusion Room: Special investigation identified unlocked seclusion room)114. West Side Elementary School, Marshall School District, Marshall, MN (Seclusion Room: Special investigation identified unlocked 7 feet by 7 feet seclusion room)115. Westwood Intermediate School, Spring Lake Park School District, Blaine, MN (Seclusion Room: Special investigation identified seclusion room)116. Westwood Middle School, Spring Lake Park School District, Blaine, MN (Seclusion Room: Special investigation identified seclusion room) 117. White Bear Lake High School South Campus Program, N.E. Metro District 916, White Bear Lake, MN
(Seclusion Room: Special investigation - I-TEAM: 'Time-Out Rooms' In Schools - http://wcco.com/iteam/time.out.rooms.2.866996.html)

Missouri
1. North Mercer R3, Mercer, MO (Seclusion Room: Closet converted to seclusion room)
2. Underwood Elementary School, Lee’s Summit R-7 School District, Lee’s Summit, MO (Seclusion: Child kept in closet for most of a month)

Nebraska
1. E.N. Swett Elementary - South Sioux City district, South Sioux City Nebraska. (Physical and Mechanical Restraint, Seclusion, Isolation)
2. Harney Elementary - South Sioux City district, South Sioux City Nebraska. (Physical and Mechanical Restraint, Seclusion, Isolation)

Nevada
1. Reed Elementary School, Las Vegas, NV (Abuse: Teacher charged with 5 counts felony child abuse; allegedly pinched, pushed, and otherwise abused children with autism)

New Jersey
1. A. Russel Knight, Cherry Hill School District, Cherry Hill, NJ (Padded closet for seclusion and use of physical restraints)
2. Bancroft School, Haddonfield, NJ (Residential Facility - death)
3. Central Elementary School, East Brunswick NJ, Physical Restraint "Proper emergency policy procedures are not put in place, NO knowledge of or permission from the parents."
4. Clara Barton School, Cherry Hill School District, Cherry Hill, NJ (Seclusion/Padded Room)
5. Cooper Hill Elementary School, Cherry Hill, NJ (Restraint)
6. Horace Mann Elementary School, Cherry Hill school district, Cherry Hill, NJ (Restraint)
7. Kilmer School, Cherry Hill, NJ
8. Kingston Elementary School, Cherry Hill, NJ
9. Thomas Paine Elementary School, Cherry Hill, NJ (Seclusion)
10. Three Bridges School, Readington School District, Hunterdon County, NJ (Abuse/Restraint)

New Mexico
1. Chaparral Elementary, Santa Fe Schools, Santa Fe, NM (Restraint: Teaching intern charged with duct taping students’ mouths, then later tying 2 students to chairs)
2. Governor Bent Elementary, Albuquerque NM (Restraint and Seclusion)
3. Montezuma Elementary, Albuquerque NM (Restraint and Seclusion)

New York
1. Anderson School, Dutchess County, Staatsburg, NY (Abuse and Neglect of child with Autism)
2. Binghamton City School District, Binghamton NY (restraints) 4. Buffalo School #67, Buffalo, NY (Sexual Abuse)
3. Broome Tioga BOCES, New York (restraints)
4. 4th Street Education Center, Fulton NY - RITON chair, multiple restraint resulting in injury, aversive behavior modification(lemon spray) enforced medication, 3x4 time out room.
5. Fulton Middle School Fulton, Fulton NY - Oswego BOCES special ed classroom -Use of rifton chairs, multiple restraint, 5x6 concrete storage room used for seclusion, enforced medication, aversive behavior modification(lemon spray)
6. Hicksville School System, Board of Cooperative Education Services (BOCES) Center, Nassau County, NY (Seclusion in 5’ by 6’ “timeout chamber”)
7. Lanigan Elementary School, Fulton, NY (Abuse: Special Education Teacher charged with striking two children with disabilities; charges dismissed)
8. O.D. Heck Development Center, Schenectady, NY (DEATH: Suffocation of a boy with autism during Restraint)
9. Mahopac Falls Elementary, Bridge Program, Mahopac Falls School District, Mahopac, NY (Sexual and Verbal Abuse, Falsification of Records)
10. Public School 81, Ridgewood, NY (Restraint: 5 yr old boy with autism arrested)
11. Taconic Hills Central School District in Crayville, N.Y. (Restraint and seclusion)
12. Tradewinds UCP, Rome NY - Multiple restraint resulting in injury, enforced medication, attempted chemical restraint (hospital refused to administer), 4x6 padded time out room.
13. Wayne Finger Lake, Board of Cooperative Education Services (BOCES) Center, Wayne County, NY (Seclusion in “Time Out” Room)

North Carolina
1. Hope Valley Elementary School, Durham Public Schools, Durham, North Carolina (Therapist Accused of Taping Shut Boy's Mouth)
2. Bethel Elementary Cabarrus County Schools, Midland, NC - (Multiple restraints of non-verbal Autistic child)
3. Oak Grove Elementary School - Durham County North Carolina - (Restraint and seclusion)
Ohio
1. C.O. Harrison Elementary School, Oak Hills School District, Cincinnati, OH (Restraint: Boy with ADHD restrained and sent to hospital psych ward without parental notification; Seclusion: “Safe Room”)

Oklahoma
1. High Pointe, Oklahoma City, OK (Death: Failure to provide adequate care)

Oregon
1. Oak Ridge Elementary School, Oak Ridge School District, Oak Ridge, OR (Restraint: Teacher placed on paid leave for taping 9 yr old boy to chair)
2. Waverley Childrens Center - Portland (Restraint and Seclusion)

Pennsylvania
1. Artman Elementary School (K-3), Hermitage School District, Hermitage, PA
2. Bradford Elementary School, West Chester, PA (Restrained in Riften Chair)
3. Edgewood Primary School, Woodland Hills School District
4. Hutchinson Elementary School, Laurel Highlands School District, Uniontown, PA (Restraint and Seclusion of child with autism/epilepsy)
5. Longstreth Elementary School, Philiadelphia School District, Philadelphia PA (Restraints)
6. Martha Washington Elementary, Philadelphia, PA (Abuse)
7. New Canaan Public School, New Canaan, PA (Abuse and Neglect)
8. Northern Potter Children's School, Potter County, PA
9. Paul V. Fly Elementary School, Norristown Area School District, Norristown, PA (Seclusion Room)
10. Summit Quest Academy Ephrata, PA (Residential Facility)
11. Woods Services, Langhorne, PA (Residential Facility) (Abuse and Neglect from Excessive use of Restraints)
12. Henry L. Lawton Elementary School, Philadelphia School District, Philadelphia, PA (isolation, verbal abuse, intimidation and labeling of six-year old).
13. Stroudsburg Intermediate School (grades 3 & 4) Stroudsburg, PA Stroudsburg Area School District (Padded Room - Contradicting a previous claim made by the district's lawyers that no such room existed)
14. Wordsworth Academy SPIRIT Program, Fort Washington, PA - Restraint and Seclusion

Rhode Island
1. Block Island School, New Shoreham School District, New Shoreham, RI (Seclusion: Concrete seclusion room in basement of school)

South Carolina
1. Liberty Hill Academy, Charleston, SC

Tennessee
1. Chad Youth Enhancement Center, Ashland City, TN (Restraint Death)
2. Genesis Academy, Nashville, TN
3. Oakmont Elementary, Dickenson County, TN (Prone restraint of boy with autism)
4. Williamson County Public Schools, Williamson County (Seclusion of boy with autism multiple times for approximately 3 hours)

Texas
1. Andrews Elementary School, Austin, TX (Abuse: Substitute teacher suspected of physically abusing pre-K boy with autism)
2. Athens Middle School, Athens TX (Abuse)
3. Berta Cabaza Middle School San Benito, Texas (restraint and seclusion)
4. Cedar Creek Elementary, Eanes Independent School District, Austin, Texas (10 year old Autistic boy restrained improperly)
5. Head Start, Dalhart Tx (Seclusion)
6. Manor Middle School, Killeen, TX (Restraint Death)
7. Odem Elementary, Odem-Edroy ISD, Odem, Texas (Restarint and Seclusion)
8. San Benito High School (Brutality, Restraint)
Cameron County, San Benito, Texas

Utah
1. Foothill Elementary School, Brigham City, UT, Box Elder County (Restraint/Seclusion)
2. Valley View Elementary Roy, Utah (Abuse of seclusion)
3. Washington Terrace Elementary, Ogden, Utah (Restraints on 10 yr old with Asperger's syndrome and severe ADHD and abuse of seclusion)

Vermont
1. Bennington Elementary, Southern Vermont Supervisory Union, Bennington, VT (Restraint)
2. Bennington Residential Girls School. Bennington, Vermont (Prone Restraint)
3. Catamount Elementary, Bennington, VT (Restraint) (School closed due to district consolidation)
4. Molly Stark Elementary, Bennington, VT (Restraint)
5. Monument Elementary, Bennington, VT (Restraint)
6. St. Anthony’s School, Burlington, VT (Restraint)

Virginia
1. Clover Hill Elementary School, Chesterfield County, VA (Restraint)
2. Falling Branch Elementary School, Christiansonburg, VA (Abuse: Teacher’s aide accused of bruising 6 yr old child in special needs class)
3. Liberty Middle School, Fairfax, VA (Restraint: Child’s feet duct-taped)
4. Stone Spring Elementary, Harrisonburg, Va (Seclusion, restraint of student that is deaf, autistic, multi-handicapped)

West Virginia
1. Elkins Third Ward Elementary School, Randolph County School System, (Restraint/Abuse: 11 yr old boy with Down’s Syndrome and Seizure Disorder strapped to an Easy Stander Chair)
2. New Haven Elementary Preschool, Mason County School District, WV (Physical/Emotional Abuse)

Wisconsin
1. Coolidge Elementary School, Neenah, WI (Abuse: Parents pulls children with special needs from school citing injuries)
2. Red Apple Elementary School Racine, WI (Restraint and Seclusion)
3. Washington Elementary School, Merrill, WI. 54452 (Restraint, Mechanical Restraint and seclusion)

2009-07-23T23:18:00.003-04:00

Florida Family Story
July 22, 2009

Chairman Miller on CNN discussing seclusion and restraint techniques
This behavior, in some instances, looks like torture. The current situation is unacceptable and cannot continue.”

Click on the link below to hear complete CNN interview and school video of restraint

http://edlabor.house.gov/blog/2009/07/chairman-miller-on-cnn-discuss.shtml

Interview with Jonathan King's Father

2009-06-25T23:06:00.004-04:00

GAO Report Finds Hundreds of Allegations of Abusive and Deadly Uses of Seclusion and Restraint in Schools

2009-05-25T18:10:00.009-04:00

Federal action is needed, says Chairman Miller

May 19, 2009

WASHINGTON, D.C. – A new government report released today found hundreds of allegations that schoolchildren have been abused, and some even died, as a result of inappropriate uses of seclusion and restraint in classrooms. These abusive practices were used disproportionately on children with disabilities.

The U.S. Government Accountability Office, which conducted the first government investigation specifically into schools’ use of these practices at the request of U.S. Rep. George Miller (D-CA), the chairman of the House Education and Labor Committee, testified about its findings at a committee hearing today. Their report examined ten of these cases in detail; in four of them, these abuses were fatal. Two parents of victims in these cases also testified, including a mother whose foster son died as a result.

“GAO’s report shows that in too many cases, a child’s life wound up being threatened even though that child was not a threat to others,” said Miller. “This behavior, in some instances, looks like torture. The current situation is unacceptable and cannot continue.”

Seclusion, as the term is used in this context, means the act of involuntarily confining a student in an area by himself. Restraint is used to restrict an individual’s freedom of movement. As GAO explained today, restraint can become fatal when it blocks air to the lungs. In some of the cases examined, ropes, duct tape, chairs with straps and bungee cords were used to retrain or isolate young children.

Unlike in hospitals, other health care facilities and most non-medical community-based facilities that receive federal funding, there are currently no federal laws that restrict the use of seclusion and restraint in public or private schools. State regulation and oversight varies greatly. Nineteen states have no laws governing the appropriate use of seclusion and restraint in schools.

Please click on the link below to view the full article.

http://edlabor.house.gov/newsroom/2009/05/gao-report-finds-hundreds-of-a.shtml

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School Seclusion Rooms Outrage Parents

2009-05-21T18:36:00.004-04:00

View more news videos at: http://www.nbcphiladelphia.com/video.

School Seclusion Rooms Outrage Parents

Emotions ran high after austic children were placed in seclusion rooms at a West Chester school. Now parents want answers as to why officials felt it was wise or even safe.

COPAA RELEASES REPORT: UNSAFE IN THE SCHOOLHOUSE

2009-05-06T18:43:00.010-04:00

UNSAFE IN THE SCHOOLHOUSE: ABUSE OF CHILDREN WITH DISABILITIES

COPAA RELEASES REPORT DETAILING 143 INCIDENTS OF AVERSIVE INTERVENTIONS IN SCHOOL PROGRAMS: In Majority of Cases, Parents Had Not Consented, Schools Did Not Provide Comprehensive Positive Behavioral Intervention Plans

May 5, 2009
The Council of Parent Attorneys and Advocates, Inc. (COPAA) today released a report asking Congress to stop the use of restraints, seclusion, and aversives upon children with disabilities in school. The report entitled, Unsafe In The Schoolhouse: Abuse Of Children With Disabilities, details 143 incidents of the use of abusive interventions against children with disabilities in school. The report also includes suggested legislative remedies.

The Council of Parent Attorneys and Advocates (COPAA) is a national nonprofit organization of parents, advocates, and attorneys who work to protect the civil rights of children with disabilities and ensure that they receive appropriate educational services. We have over 1200 members in 47 states and the District of Columbia. Our members see the successes and failures of special education through thousands of eyes, every day of every year.

No child should be subject to abuse in the guise of education. Every child’s dignity and human rights must be respected. Abusive interventions are neither educational nor effective. They are dangerous and unjust. Congress should act swiftly to adopt national legislation to protect children with disabilities. Thirty miles and a state border should not determine whether a child receives comprehensive protection or little protection.

In March-April 2009, we conducted a survey that identified 143 cases in which children were subjected to aversive interventions. We received reports of children subject to prone restraints; injured by larger adults who restrained them; tied, taped and trapped in chairs and equipment; forced into locked seclusion rooms; made to endure pain, humiliation and deprived of basic necessities, and subjected to a variety of other abusive techniques. The most recent report involved events revealed only in the last month: a father learned that his 8 year old son was restrained 60 times over a 9-10 month period.

Of the survey respondents, 71% had not consented to the use of aversive interventions; 16% had, but many believed the interventions would only be used in limited circumstances where there was an imminent threat of injury. Moreover, 71% reported that the children in involved did not have a research-based positive behavioral intervention plans; 10% did (but parents often said that the plan was not followed). 84% of children restrained were under 14 years of age, with 53% aged 6-10.

The use of abusive interventions primarily occurred in segregated disability-only classrooms or in private seclusion rooms, away from the eyes of witnesses, with only 26% of the respondents reporting incidents in the regular classroom. Almost every disability category was represented: Autism/Asperger’s Syndrome (cited by 68% of the survey respondents), ADD/ADHD (27%); Developmental Delay, Emotional Disturbance, Intellectual Disability and Speech/Language Impairment (14%-20% of respondents); Specific Learning Disabilities (11%), and others. Many parents also indicated that their children had Down Syndrome, epilepsy, Tourette Syndrome and other specific conditions.

Among the incidents of abuse reported to COPAA are these:

9 year old boy with autism in Tennessee was restrained face-down in his school's isolation room for four hours. One adult was across his torso and another across his legs, even though he weighed only 52 pounds. His mother was denied access to him, as she heard him scream and cry. He received bruises and marks all over his body from the restraints. He was released to his mother only after she presented a due process hearing notice under the IDEA.

The teacher of a 15 year old Californian with Down Syndrome reported to his parents that he had been confined inside a closet with an aide as in-school suspension. The teacher was concerned about the confinement and believed it to be wrong. Although the child had a behavioral intervention plan, the school district did not follow it. He was in the closet all day. He was only allowed out to go to the bathroom, causing extreme humiliation as he walked in front of his classmates.

An 11 year old South Carolinian girl was being restrained with beanbags on the floor, and the school attempted to use a straightjacket restraint on her. As a result of advocacy by her attorneys, the restraints were terminated. Her curriculum was changed to be more age appropriate because her behaviors likely resulted from being bored with curriculum. A new crisis plan was put into place to avoid restraint: if the student became aggressive toward staff, the staff would break away from the student and briefly leave the classroom. Using this plan, the child quickly calmed down and went to her desk area. Previously, the school district had requested that the parent take the child home early on regular basis; parents report this has not happened for the last 2 months. With the new behavioral plan, the child has made substantial progress in school.

The report includes a summary of all 143 incidents.

COPAA applauds the school teachers, personnel, administrators, and education leaders who join us in rejecting the use of restraints, seclusion, and aversives and in providing Positive Behavioral Supports (PBS). At the same time, we stress the importance of adopting effective laws to keep children safe. These include mandatory PBS, statutory prohibitions on the use of restraints, seclusion, and aversives, and strong enforcement mechanisms to hold school district accountable for violations.

Congress should act immediately to ban prone and mechanical restraints, all restraints that interfere with breathing, locked seclusion rooms, and the application of painful aversives. In addition, physical restraint may only be permitted when there is an imminent threat of serious injury to self or others. School districts and their personnel must be held accountable for any violations of the law, and parents must have all legal remedies to pursue justice. All children must receive comprehensive positive behavioral intervention plans, and schools must provide training on PBS, the harms of aversive interventions, and the applicable legal requirements. Schools must also monitor and report the number of aversive interventions. The public policy recommendations are discussed in greater detail in the full report.

Please click on the link below to read the full report, including the 143 incidents of abusive interventions in school and COPAA’s legislative recommendations.
http://www.copaa.org/wp-content/uploads/2010/10/UnsafeCOPAAMay_27_2009.pdf

Restraint and Seclusion Behind Closed Doors 01-23-2009

2009-03-12T20:00:00.000-04:00

Report from the National Disability Rights Network - School is Not Supposed to Hurt

2009-01-21T21:01:00.001-05:00

The National Disability Rights Network Releases Shocking Report on Restraint and Seclusion in U.S. Schools.

Please click on the link below "School is not Supposed to Hurt" to review the report that was released to the press on 01/13/2009.

School is Not Supposed to Hurt: Investigative Report on Abusive Restraint and Seclusion in Schools.
REPORT : School is Not Supposed to Hurt (pdf)

BAN PRONE RESTRAINT

2009-01-21T08:00:00.010-05:00

News from: COALITION AGAINST INSTITUTIONALIZED CHILD ABUSE (CAICA)

Please sign the Petition to Ban face-down, prone restraint use on children and teens http://www.thepetitionsite.com/takeaction/831847137

The use of face-down prone restraints on children and teens in residential treatment settings and schools is on the rise. These restraints have proven to be very detrimental to children's physical and mental health, and have proved deadly on many occasions. It is our hope these restraints will be banned in the United States.

What are they doing to our children? http://caica.org/RESTRAINT_AND_SECLUSION_CAICA.htm

Restraint Deaths
http://caica.org/RESTRAINTS%20Death%20List.htm
Facility Deaths
http://caica.org/NEWS%20Deaths%20List%20of%20Names%20-names%20omitted.htm

Isabelle Zehnder, Founder and President, Coalition Against Institutionalized Child Abuse (CAICA) http://caica.org/index.htm

Restraint and Seclusion, Behind Closed Doors

2009-01-04T15:58:00.000-05:00

Articles about the dangers of restraint and seclusion

2008-08-19T14:30:00.001-04:00

Any restraint can have devastating, unintended, long-term consequences, but the most dangerous form is face-down or face up, or prone and supine restraint. The following articles highlight the often-fatal dangers of prone restraint.

The lethal Hazard of Prone Restraint:
Positional Asphyxiation
Protection and Advocacy, INC. Investigations Unit
Oakland, California - April 2002
http://www.advocacycenter.org/documents/The_Lethal_Hazard_of_Prone_Restraint.pdf

The Use of Seclusion is NOT Evidence-Based Practice
Journal of Child and Adolescent Psychiatric Nursing, Oct-Dec 2001 by Finke, Linda M
http://findarticles.com/p/articles/mi_qa3892/is_200110/ai_n8993463/

American Academy of Child & Adolescent Psychiatry
Seclusion & Restraint - Some Surprising Finding
Kim J. Masters, M.D.
http://www.aacap.org/cs/root/member_information/practice_information/sep/oct_2005_aacap_news_seclusion_restraint_some_surprising_findings

Jan/Feb 2006 AACAP News - Seclusion & Restraint - Rediscovering Pathways to Compassionate CareAmerican Academy of Child & Adolescent Psychiatry
http://www.aacap.org/cs/root/member_information/practice_information/jan/feb_2006_aacap_news_seclusion_restraint_rediscovering_pathways_to_compassionate_care

Unavoidable Risks of Injury Associated with the use of Takdowns in Restraint
Medscape Today 2006
http://doctor.medscape.com/viewarticle/528949_3

There's No Such Thing as a Safe Restraint
Wanda K. Mohr, PhD, APRN, BC, FAAN
Monday March 10, 2008
http://include.nurse.com/apps/pbcs.dll/article?AID=/20080310/NJ02/80305005

Catalogue of incompetence shows dangers of restraint
United Kingdom, November 1, 2006
http://www.guardian.co.uk/society/2006/nov/01/mentalhealth.socialcare

List of Known Restraint Deaths
http://www.caica.org/NEWS%20Deaths%20List%20of%20Names%20-names%20omitted.htm

Please Take our Restraint and Seclusion Poll

2008-08-01T15:02:00.001-04:00

Has your child ever been restrained or put in seclusion in the public school system?
	Restraint
	Seclusion
	Both
	Check here if your were notified by the school
	Check here if you were not notified by the school

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