Educators' Sensemaking about Seclusion and Restraint in a Changing Regulatory Context

Autor/in	Lake, Daniel F.
Titel	Educators' Sensemaking about Seclusion and Restraint in a Changing Regulatory Context
Quelle	In: Journal of Education for Students Placed at Risk, 27 (2022) 3, S.213-238 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2021.2023541
Schlagwörter	Teacher Attitudes; Legal Responsibility; Educational Policy; Student Behavior; Aggression; Discipline; Behavior Modification; Students with Disabilities; State Legislation; Safety; Federal Legislation; Punishment; Special Education Teachers; Administrator Attitudes; School Personnel; Michigan; United States + Suchen Sie Ihr Suchwort? Lehrerverhalten; Strafmündigkeit; Politics of education; Bildungspolitik; Student behaviour; Schülerverhalten; Disziplin; Behaviour modification; Verhaltensänderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Landesrecht; Sicherheit; Bundesrecht; Bestrafung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schulpersonal; USA
Abstract	Policies governing the use of seclusion and restraint in schools may only have a modest effect on the use of these procedures, particularly the frequency these are used. This study explored educators' sense-making about seclusion and restraint after a statute and new policy were introduced. A case-study design was used to analyze the meanings educators created in the new regulatory environment. The new regulations had a significant guiding effect on educators as they adjusted their thinking and use of seclusion and restraint to align with the new law and policy. Educators reported becoming much more cautious and thoughtful in their use of these procedures. They viewed the new regulations as a strong protection for students against the misuse of seclusion and restraint. They reported becoming more proactive to prevent seclusion and restraint, and they put more effort into de-escalation strategies with students who were becoming aggressive and agitated. These new meanings caused their threshold for seclusion and restraint to change. This study illustrates the influence a legal mandate can have on the seriousness in which educators view specific policy positions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01