SECTION VII. Resources Assistive Technology “Restraint and Seclusion Use in School Settings: Recommendations from Allied Assistive technology is equipment or services that Treatment Disciplines” by Janice LeBel, help children participate in and complete school Michael Nunno, Wanda Mohr, and Ronald assignments and activities. Explore The O’Halloran Massachusetts Initiative to Maximize Assistive This academic article describes what are restraint Technology (www.massmatch.org) and The and seclusion (R/S) procedures, its risks, its history Federation for Children with Special Needs and preventive approaches from other arenas like (www.fcsn.org/index.php). Both websites inform the mental health and child welfare organizations on latest technology. that will help schools to learn how to understand, reduce and prevent R/S, the authors present a R/S Helping Traumatized Children Learn prevention framework that uses core strategies to This is a report and policy agenda for supportive prevent and reduce use of R/S. Available from the school environments for children traumatized by American Journal of Orthopsychiatry, Volume 82, Issue family violence. It explains trauma as the 1, pages 75–86, January 2012. consequence of family and other forms of violence and connects it with the effects of trauma on Massachusetts Department of Mental learning. It helps to make the connection with Health Informational Tool educational difficulties and supports teachers to This tool was developed by the Massachusetts understand how and why the students may have Department of Mental Health for children in difficulties focusing, learning, connecting with hospital settings; it was not developed for school others and using proper behavior. The report settings. However, it provides ways and samples provides a school-wide flexible framework that that can help teachers to learn how to identify supports a public policy agenda for the triggers, understand warning signs and find development of trauma-sensitive school supports to help their students. It is necessary to environments where traumatized children and their see this tool as a sample only, and it is suggested classmates can focus, behave, and learn. Available that schools contact the developers to consult on from possible adaptations for the school setting. Available from
SECTION VII. Resources Assistive Technology Assistive technology is equipment or services that help children participate in and complete school assignments and activities. Explore The Massachusetts Initiative to Maximize Assistive Technology (www.massmatch.org) and The Federation for Children with Special Needs (www.fcsn.org/index.php). Both websites inform on latest technology. Helping Traumatized Children Learn This is a report and policy agenda for supportive school environments for children traumatized by family violence. It explains trauma as the consequence of family and other forms of violence and connects it with the effects of trauma on learning. It helps to make the connection with educational difficulties and supports teachers to understand how and why the students may have difficulties focusing, learning, connecting with others and using proper behavior. The report provides a school-wide flexible framework that supports a public policy agenda for the development of trauma-sensitive school environments where traumatized children and their classmates can focus, behave, and learn. Available from “Restraint and Seclusion Use in School Settings: Recommendations from Allied Treatment Disciplines” by Janice LeBel, Michael Nunno, Wanda Mohr, and Ronald O’Halloran This academic article describes what are restraint and seclusion (R/S) procedures, its risks, its history and preventive approaches from other arenas like the mental health and child welfare organizations that will help schools to learn how to understand, reduce and prevent R/S, the authors present a R/S prevention framework that uses core strategies to prevent and reduce use of R/S. Available from the American Journal of Orthopsychiatry, Volume 82, Issue 1, pages 75–86, January 2012. Massachusetts Department of Mental Health Informational Tool This tool was developed by the Massachusetts Department of Mental Health for children in hospital settings; it was not developed for school settings. However, it provides ways and samples that can help teachers to learn how to identify triggers, understand warning signs and find supports to help their students. It is necessary to see this tool as a sample only, and it is suggested that schools contact the developers to consult on possible adaptations for the school setting. Available from
FINAL_GUIDEBOOK_Nancy_I_Macias-Smith_04_11_2012_REV_SL_JL_BL_NMS_v2-1-.docx