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Use of Restraint and Seclusion in the School Setting. Position Statement. Revised
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Fioravanti, Megan; Strawhacker, MaryAnn; Allsbrook, Pam – National Association of School Nurses, 2021
It is the position of the National Association of School Nurses (NASN) that restraint and seclusion should not be used in the school setting as a routine form of discipline. Restraints and seclusion should only be used when the child's behavior poses an imminent danger of serious physical harm to self or others (United States Department of…
Descriptors: School Nurses, Discipline, Behavior Modification, Educational Legislation
Seven Underlying Conditions That Led to the Use of Seclusion and Resulted in Due Process Hearings
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Connolly, Jennifer F.; Adamy, Peter H.; Moore, Adam – Journal of Special Education Leadership, 2019
In the last several years there have been multiple stories regarding the use of seclusion in schools in national news outlets (Blacker, 2012; Charis-Carlson, 2017; Hefling, 2012; Lichtenstein, 2012; National School Boards Association (NSBA), 2014; Nicosia, 2016; Richards, 2012; St. George, 2014; Tilotta, 2014). The Council for Children with…
Descriptors: Discipline, Students with Disabilities, Behavior Problems, Student Behavior
Advancing Educational Equity for Underserved Youth: How New State Accountability Systems Can Support School Inclusion and Student Success
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Cardichon, Jessica; Darling-Hammond, Linda – Learning Policy Institute, 2017
As states develop their accountability and improvement systems under the Every Student Succeeds Act (ESSA) they can choose high-leverage measures of school progress that, when combined with effective policies, hold promise for supporting success for the youth most marginalized by the education system. This paper suggests that to promote equity and…
Descriptors: Accountability, State Standards, Equal Education, Suspension
Results in Brief: Promoting Education and Transition Success for Neglected and Delinquent Youth--An Evaluation of the Title I, Part D Program
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Office of Planning, Evaluation and Policy Development, US Department of Education, 2019
The Title I, Part D (Part D) Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk under the "Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act," allocate funds to states and school districts to improve educational services for these youth.…
Descriptors: Educational Legislation, Elementary Secondary Education, Federal Legislation, Prevention
Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program. Volume 1
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Read, Nicholas; Loeffler-Cobia, Jennifer; Sonnenfeld, Kathy; Diffenderffer, Anne; Ahonen, Pirkko – Office of Planning, Evaluation and Policy Development, US Department of Education, 2019
To address the education needs of these children and youth, the Title I, Part D Neglected or Delinquent Program authorizes two programs 1 that provide grants to states to enable them to award subgrants to state agencies (SAs) (Subpart 1) and local education agencies (LEAs) (i.e., school districts) (Subpart 2) that operate or allocate funds to…
Descriptors: Educational Legislation, Elementary Secondary Education, Federal Legislation, Prevention
Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program. Volume 2
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Read, Nicholas; Loeffler-Cobia, Jennifer; Sonnenfeld, Kathy; Diffenderffer, Anne; Ahonen, Pirkko – Office of Planning, Evaluation and Policy Development, US Department of Education, 2019
Volume 2 of "Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program" consists of three appendices to the main report: (1) Data Collection Technical Appendix (State and Local Agency Surveys, Case Studies, Disclosure Review); (2) Data Collection Instruments (Part D…
Descriptors: Educational Legislation, Elementary Secondary Education, Federal Legislation, Prevention