seclusion and restraint
Seclusion and restraint is a very hot topic in education today. The video posted below shows the side against using these tactics in the classroom. Seclusion and restraint is essential to implement in the classroom if the student needs to be restrained. A student may be harming themselves or others and that is not acceptable in a school setting. This topic becomes debatable if it is not being conducted properly or appropriately, which is a contributing factor as to why the people in the YouTube video are against using this strategy in schools. Additionally, some students like the feeling of being restrained because it makes them feel safe.
Seclusion
This method of restraint should always be used as a last resort! Seclusion is defined by the Michigan Department of Education as, "The confinement of a student in a room or space from which the student is physically prevented from leaving and which rovides for continuous adult observation of the student." Also, there are requirements on the room to be used with the seclusion of the student. First, the door can not be locked to ensure the safety of a student. Next, the student needs to be able to exit if the staff is not available for assistance during an emergency. Additionally, the Michigan Department of Education states that the room, "must provide for adequate space, lighting, ventilation, viewing, and the safety of the student." Further information on seclusion can be found in the PDF below titled "Standards for Seclusion-Restraint by the Michigan Department of Education." Because seclusion is so delicate and can only be used during a severe emergency, there is a very particular list of procedures to follow that are listed below and the main points are extracted from the Michigan Department of Education's online protocol:
Restraint
The Michigan Department of Education recognizes three types of restraint: (1) physical, (2) chemical, and (3) mechanical. Like seclusion, restraint has the same procedure as noted above should it become necessary. In my behavior management class, I learned that some students want to be restrained in order to feel safe. One idea our professor gave us was to invest in weighted blankets for students yearning to feel safe, comforted, and restrained. Then, if restraint comes to the brink of being necessary for a student, the teacher can quickly troubleshoot and determine if the student is looking to be restrained or if it is actually necessary for the safety of the student and others around the student. Below are brief descriptions of the three types of restraint:
Seclusion
This method of restraint should always be used as a last resort! Seclusion is defined by the Michigan Department of Education as, "The confinement of a student in a room or space from which the student is physically prevented from leaving and which rovides for continuous adult observation of the student." Also, there are requirements on the room to be used with the seclusion of the student. First, the door can not be locked to ensure the safety of a student. Next, the student needs to be able to exit if the staff is not available for assistance during an emergency. Additionally, the Michigan Department of Education states that the room, "must provide for adequate space, lighting, ventilation, viewing, and the safety of the student." Further information on seclusion can be found in the PDF below titled "Standards for Seclusion-Restraint by the Michigan Department of Education." Because seclusion is so delicate and can only be used during a severe emergency, there is a very particular list of procedures to follow that are listed below and the main points are extracted from the Michigan Department of Education's online protocol:
- An emergency seclusion may not be used in place of appropriate less restrictive interventions.
- Emergency seclusion shall be performed in a manner that is safe; appropriate; and proportionate to and sensitive to the student's: severity of behavior; physical size; gender; etc.
- Staff shall immediately call for help from within the building at the onset of an emergency.
- Time and Duration - Emergency seclusion should not be used any longer than necessary to allow a student to regain control of his/her behavior.
- Staff Requirements - Staff will continually observe the student in seclusion for indication of physical distress and seek medical assistance if there is a concern, etc.
- Documentation and Reporting - Each use of an emergency seclusion and the reason for each use shall be documented in writing and reported to the building administration immediately; etc.
- Debrief - After any use of an emergency seclusion, staff must debrief and consult with parents and students (as appropriate) regarding the determination of future actions.
- Recurring Behavior - Should a pattern of behavior emerge, there is a procedure for school personnel to follow.
- Emergency Intervention Plan - This should be developed in partnership with the parent by a team that includes a person knowledgeable about seclusion. On the site one can find more follow-up documented steps to follow.
- Data Collection - The school district shall develop a system of data collection regarding the use of seclusion.
Restraint
The Michigan Department of Education recognizes three types of restraint: (1) physical, (2) chemical, and (3) mechanical. Like seclusion, restraint has the same procedure as noted above should it become necessary. In my behavior management class, I learned that some students want to be restrained in order to feel safe. One idea our professor gave us was to invest in weighted blankets for students yearning to feel safe, comforted, and restrained. Then, if restraint comes to the brink of being necessary for a student, the teacher can quickly troubleshoot and determine if the student is looking to be restrained or if it is actually necessary for the safety of the student and others around the student. Below are brief descriptions of the three types of restraint:
- Physical Restraint: This type of restraint involves a direct, physical contact with the student to restrict their movement. This provides an opportunity for the student to regain his or her self-control and monitor their behavior in an effective way. It is important for teachers to understand that physical restraint is not intended to be used to break up a fight, take a weapon from a student, etc.
- Chemical Restraint: The purpose of chemical restraint is to administer medication in the appropriate dose for the sole purpose of restraint. This type of restraint does not apply to prescribed medication from the student's physician.
- Mechanical Restraint: The third type of restraint uses any device, article, material, or garment attached to the student's body. This object needs to be attached or next to a student's body in order to restrict the student's typical freedom of movement. This restraint does not include safety equipment or protective devices prescribed by the student's physician.
| aasa-keeping-schools-safe.pdf |
| emergency_tip_sheetseclusion_and_restraint-1.doc |
| standardsforseclusion-restraint_247533_7.pdf |
