@article{ref1,
title="Least restrained environment: amending the IDEA to require positive behavioral interventions and supports in IEPS",
journal="Columbia journal of law and social problems",
year="2018",
author="Azizoglu, Helin",
volume="52",
number="2",
pages="225-272",
abstract="Students   with   disabilities   are   disproportionately   restrained   and secluded  in  schools. Though  sometimes  these  practices  are  employed  as necessary  safety  measures  to  de-escalate  a  behavioral  crisis  and  protect students  and  staff  from  injury,  they  are  prone to  abusive  or  unsafe implementation,  especially  when  performed  by  untrained  or inadequately trained staff. In recent years, research has emerged illuminating the risks associated  with  these  practices,  which  can  lead  to  injury  or  death  when performed improperly.   There  is  currently  no  federal  legislative  or  regulatory  framework  in place  addressing  the  practice  of  restraint  and  seclusion  in  schools,  and state  practices  vary  widely. As  such,  this  Note  proposes  amending  the Individuals  with  Disabilities  Education  Act,  the  statute  governing  the rights of students with disabilities, to affirmatively require the inclusion of positive behavioral interventions and supports in individualized education plans. Additionally,  this  Note  proposes   recommendations  to  bolster protections for students with disabilities at the state level.<p /> <p>Language: en</p>",
language="en",
issn="0010-1923",
doi="",
url="http://dx.doi.org/"
}