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Restraints, Seclusions Target Students With Autism, New Report Shows

Children with autism were the most frequently subjected to restraint or seclusion in Connecticut schools in the 2012-13 school year, according to a new state report that tallied more than 33,000 incidents of physical restraint or seclusion in public schools and private special education programs.

The report from the state Department of Education shows that autism was the primary disability among special education students subject to “emergency” restraint or seclusion, with 40.4 percent of all such incidents involving a child with autism. Autism also accounted for nearly half of all cases in which children were put in seclusion as part of their individualized education plans, or IEPs. The report shows a slight decline from the previous year in the overall number of students restrained or secluded, and a drop in reports of injuries – from 840 in 2011-12, to 378 last year. But the number of serious injuries rose from eight to 10, and more than 900 reported episodes of seclusion or restraint lasted more than an hour. “This is just so disheartening,” said Shannon Knall of Simsbury, policy chair of the Connecticut chapter of Autism Speaks, an advocacy group.

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State Launches Coalition To Reduce Restraints And Seclusion In Schools

If Connecticut officials are going to continue to allow schools to use seclusion as a behavioral intervention, can’t they at least make sure that seclusion rooms have chairs? That was the understated, soft-spoken plea from a 19-year-old student named Laquandria, who told a gathering of state agency leaders, educators and parents Thursday that she had been secluded and restrained multiple times while attending public schools and special education programs in Connecticut. “The walls weren’t padded, there was nowhere to sit – I felt like an animal,” said Laquandria, whose last name was withheld because of her family’s involvement with the Department of Children and Families. She is now finishing her high school education at a Hamden residential program. “I feel like, you know,” she told the assembled state officials, “we should at least have somewhere to sit.”

Her comments punctuated a three-hour forum on the use of restraints and seclusion in state schools, convened by the Office of the Child Advocate and the Office of Protection and Advocacy for Persons with Disabilities.

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