National Trends and School-Level Predictors of Restraint and Seclusion for Students with Disabilities

Autor/inn/en	Gage, Nicholas A.; Pico, Danielle L.; Evanovich, Lauren
Titel	National Trends and School-Level Predictors of Restraint and Seclusion for Students with Disabilities
Quelle	In: Exceptionality, 30 (2022) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gage, Nicholas A.) ORCID (Pico, Danielle L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1727327
Schlagwörter	Educational Trends; Trend Analysis; Predictor Variables; Institutional Characteristics; Inclusion; Discipline Policy; Punishment; Students with Disabilities; Regular and Special Education Relationship; Special Schools + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Trendanalyse; Prädiktor; Inklusion; Disziplinarmaßnahme; Bestrafung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special school; Sonderschule
Abstract	The use of restraint and seclusion in schools puts students at risk of injury or, in extreme cases, even death. As a result, advocacy organizations and the U.S. Department of Education have developed and proliferated policy and legislative recommendations to reduce such use. Nevertheless, incidents of restraint and seclusion continue to occur, and more frequently with students with disabilities. In this study, we leveraged the most recent U.S. Department of Education's Office of Civil Rights Data to examined the prevalence of restraint and seclusion use for students with and without disabilities and school-level predictors of increased restraint and seclusion incidents. We found that students with disabilities are seven times more likely to be restrained and four times more likely to be secluded. We also found that students in special education schools are almost guaranteed to receive a restraint or seclusion. The results are then contextualized using prior research and policy recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01