Very limited research exists regarding the beliefs and practices of student support teams (SSTs), sometimes called child study teams or IEP teams, in settings with non-expulsion policies for young children with severely challenging behaviors. Previous research examined teacher and administrator beliefs and practices and found that they engage in…

During the 2011-2012 school year, the U.S. Department of Education reported that kids with disabilities accounted for three-quarters of those who were physically restrained, and 58% of these students were placed in seclusion or some other form of involuntary confinement at schools across the country (U.S. Department of Education, 2017). Students…

Over the past several years, allegations of abuse and death related to seclusion and restraint, media coverage of these events, subsequent federal investigations, and Congressional hearings about this topic have resulted in increased pressure on Congress to pass legislation to address the use of seclusion and restraint in the school setting.…

This document is a summary of policy recommendations from two longer and more detailed documents available from the Council for Children with Behavioral Disorders (CCBD) regarding the use of physical restraint and seclusion procedures in schools. These recommendations include: (1) CCBD believes that physical restraint or seclusion procedures…

The document provides policy recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of seclusion procedures in schools. It includes: (a) an Introduction; (b) a Declaration of Principles; and (c) Recommendations Regarding the Use of Seclusion in School Settings. Explanation or elaboration of policy…

This brief is a companion to the policy brief entitled, "Discipline Policies, Successful Schools and Racial Justice," which reviewed the research on disciplinary exclusion from school and made several recommendations, including the following three for seeking policy change through legislation: (1) Federal and state policy should require…

Guidelines for developing school programs for behaviorally disordered (BD) youth, including program descriptions, and program staffing are presented. It is suggested that four concerns need to be addressed in the development of an educational program: (1) developing a program philosophy and general program goals for BD students, (2) identifying…

Issues surrounding disciplinary exclusion of seriously emotionally disturbed children from public schools are addressed, along with applicable federal legislation, court cases, and Office of Civil Rights (OCR) opinions. Exclusion is defined as the removal from, or the prohibition of, participating in the public school program in part or entirety,…

To interrogate pedagogical discourses relating to child behaviour as "practices that systematically form the objects of which they speak" this paper features the analysis of three texts through the development and deployment of what might be called a poetics of pedagogical discourse. The principal text is a statement describing…

A description is provided of the Garrison Model, an educational therapeutic program for youth with severe behavior disorders which emphasizes a student's responsibility for choices that are made. The model was developed at the Garrison School, a public alternative day school in Illinois that serves students with severe behavioral disorders. The…

This document contains the proceedings of a hearing held on August 13, 1999, before the U.S. House of Representatives Subcommittee on Early Childhood, Youth, and Families. The hearing addressed school safety, discipline, and the Individuals with Disabilities Education Act (IDEA). Following opening remarks of the congressmen, the report includes…

This report summarizes findings from case studies that explored the implementation of the reauthorization of the Individuals with Disabilities Education Act (IDEA) and how it affects school district progress toward addressing the behavioral needs of students. Results are also presented on the progress districts are making on: developing…