The Alliance to Prevent Restraint, Aversive Interventions and Seclusion, known as APRAIS, applauds the long-awaited introduction of the Keeping All Students Safe Act (S. 2020) by U.S. Senator Harkin (D-Iowa). If passed, the legislation will provide federal protections for students by prohibiting abusive seclusion and restraint use in schools. Reps. George Miller (D-Calif.) and Gregg Harper (R-Miss.) introduced a similar bill in the House earlier this spring (H.R. 1381).
Archives for December 2011
The following is a newsletter from the TASH International Issues Committee. If you’d like additional information about the TASH International Issues Committee or contributing an article to this newsletter, please send an e-mail to Julia White at email@example.com.
Inclusion means that students are in one class where each participates and comes together to make up the whole. Thus, the argument is not whether we should have special needs students in our classes but rather that we must have them present because they are an integral component of a class. Simply stated, they are needed to make the whole.
Every year, increasing numbers of children in Korea are diagnosed as having autism spectrum disorder. With more children diagnosed with autism, there are more demands for behavioral therapy. I had opportunities to interview several Korean parents who have children with autism and received behavioral intervention services. Interestingly, it seems that Korean parents did not like some of the behavioral intervention strategies.
Inclusion is a buzz word that is visible in most educational documents in the international community. Many countries around the globe have adopted inclusive systems of education with the primary aim of educating all its citizens in regular classrooms. However, ten years after the World Education Forum adopted the Dakar Framework for Action, “Education for all,” there are still more than 113 million children in the world who have no access to primary education, and 880 million adults are illiterate.