Student voice and pupil empowerment projects are common in many mainstream schools. However, such initiatives are more challenging to implement in provision for students experiencing (social), emotional and behavioural difficulties (SEBD). As a consequence, they are less frequently attempted. This article reports one such attempt at an SEBD…

"For Our Own Safety" is devoted entirely to the subject of, and risks associated with, restraint and seclusion of children. This book is a collection of the diverse viewpoints presented at the international symposium, "Examining the Safety of High-Risk Interventions for Children and Young People" (Ithaca, New York, June 1-4, 2005). It presents…

The Special Education Learning Center in Hartford, Connecticut, successfully teaches students with serious behavioral disorders. The program features a behavioral curriculum, built around rewards, punishments, a fully supervised setting, collegial support, and physical intervention. (TE)

Explains a conceptual model for a comprehensive, multilevel, school-wide discipline program and describes its implementation in one elementary school. Key elements of the program include teaching social norms, a seven-step school-wide classroom management strategy, and targeted, intensive, and comprehensive interventions. (DB)

This book on students with behavior disorders is intended to serve as a resource on intervention strategies for regular education teachers, administrators, and support personnel. After an introductory chapter, a chapter on classroom climate considers setting limits, safety, trust, acceptance, and sense of purpose. The next chapter, on scheduling,…