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News

Audience: Student Services and Student Services

NAMI DuPage will host various workshops regarding Social Security Disability:  Change and Confusion. The workshops focus on the application and appeals process, and will explain rights under the Social Security Act. The first workshop in the series is on Wednesday, December 5, 2018 from 7:00 pm to 8:30 pm.  Please see attached flyer for more information.

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Posted by: Arisve Esquivel
Published: 11/13/18




Audience: Student Services and Student Services

The DuPage Family Disability Network will present Medicaid Update on Monday, November 19, 2018 from 6:30 pm to 8:45 pm.  Kristin Hartsaw, MPH, MCHES is the Director of Training and Technical Assistance with the Federation on Human Services Reform.  Please see attached flyer for more detailed information.

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Posted by: Arisve Esquivel
Published: 11/13/18




Audience: Student Services and Student Services

The Ray Graham Association speaker series will present Future Planning, Guardianship, Trusts, Letters of Intent:  Life Lessons in Loss and Grief.  Please join them on Thursday, November 15, 2018 from 10:00 a.m. to 1:30 p.m. For registration information please see attached flyer.

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Posted by: Arisve Esquivel
Published: 11/13/18




Audience: Student Services and Student Services

The next DayOne PACT's Parent Support Group Meeting will be Tuesday, November 27th from 6:00pm--7:30pm at the Lisle office. The topic is "Understanding Sensory Processing Difficulties" and will feature a presentation from a team of professionals from My Recess Therapy. Please see attached flyer for more information. 

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Posted by: Arisve Esquivel
Published: 10/30/18




Audience: Student Services and Student Services

The Parents Alliance Employment Project's new program Inspired by Ability provides a 30-week job training program for individuals with disabilities between the ages of 18 to 24.  This program is geared towards individuals who have exited the school system, who are unemployed, and who encounter barriers to employment. 

 

Please join them on Thursday October 25th from 5:00pm to 7:00pm at the Worknet DuPage Career Center.  For additional information please see flyer. 

 

 

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Posted by: Arisve Esquivel
Published: 10/18/18




Audience: Student Services and Student Services

The CHOICES Committee is a consortium of counselors and special educators representing high schools in the northern suburbs of Chicago. On October 22, 2018 they will host A Post-Secondary Planning Night for Students with Special Needs at Deerfield High School. Please see attachment for more information.

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Posted by: Arisve Esquivel
Published: 10/17/18




Audience: Student Services and Student Services

Just a reminder...

 

There will be a DuPage TPC Meeting this Wednesday, October 10th from 1:00pm to 2:30pm.  The meeting will be held at the WorkNet DuPage Building, 2525 Cabot Drive in Lisle, IL--3rd floor.  

 

Kiersten Lira & Khushbu Dalvi, Parents Alliance Employment Project will discuss "Inspired by Abilities Job Training Program."  Samantha Moore & Leanne Stavenger-Vos, Donka Inc. will present on "Empowering Abilities Through Technology."  No need to RSVP. 

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Posted by: Arisve Esquivel
Published: 10/5/18




Audience: Student Services and Student Services

Wheaton Warrenville South High School is hosting the Options Fair this year. The Options Fair was established to offer students with special needs and their families an opportunity to meet with colleges and universities as well as agencies that can provide services after high school.

 

The Options Fair will be held on Tuesday, October 23, 2018 from 6:30--8:30pm. The Fair is being offered to the public free of charge, and no pre-registration is required. For more details please visit their website by clicking on the link below.

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Posted by: Arisve Esquivel
Published: 9/28/18




Audience: Student Services and Student Services

The November 2018 Experience Day @ CIP Bloomington is now live for registration! If you have students considering enrollment in 2019, now is the time for them to visit the program.  

 

Click on the following date to register:

 

Saturday, November 17th


Experience Days provide an introduction of their team, a detailed keynote presentation on CIP's approach to preparing students with learning differences for success in college, careers and life, a tour of facilities, and the opportunity to learn more about the admissions and enrollment process.

Students will meet with current CIP Bloomington students and participate in fun social activities led by the residential staff members.  Everyone will have fun and learn about what CIP has to offer! 

 

 

 

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Posted by: Arisve Esquivel
Published: 9/28/18




Audience: Student Services and Student Services

The Elmhurst Parent Support Group will meet on Wednesday, October 3, 2018 from 12pm--2pm.  Jackie Eddy, Marketing Manager & Training Team at The Center for Independent Futures will present on The New Futures Initiative:  Creating Housing Options for Individuals with Disabilities.  Please see attached flyer for more information and to RSVP.  

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Posted by: Arisve Esquivel
Published: 9/12/18




Audience: Student Services and Student Services

The Ray Graham Association 2018 Fall Speaker Series will be held on Thursdays:  September 20th, October 18th, and November 15th from 10:00 a.m. to 1:30 p.m.  Please see attached flyer and registration form for more information.    

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Posted by: Arisve Esquivel
Published: 9/11/18




Audience: Student Services and Student Services

The Achieving Independence and Mobility Center for Independent Living (AIM-CIL) is hosting a representative from Illinois Assistive Technology Program to hold an informational presentation on AT as well as devices to share.  Thursday, September 6, 2018 from 5:00pm to 6:30pm. Please see attached flyer to RSVP and for more information.  

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Posted by: Arisve Esquivel
Published: 8/28/18




Audience: Student Services and Student Services

The Achieving Independence and Mobility Center for Independent Living (AIM-CIL) will host a presentation on "Planning For The Future of Persons With Disabilities" on August 30, 2018. Please join them from 6:00pm to 7:30pm at their center in Downers Grove.  Please see attached flyer to RSVP and for more information.  

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Posted by: Arisve Esquivel
Published: 8/28/18




Audience: Student Services and Student Services

Registration is now open for the first Parent Support Project Parent and Caregiver Conference.  This conference is being co-sponsored by the Fox Valley Special Recreation Association and will take place on Wednesday October 17th, 2018 from 9am-3pm at Prisco Community Center in Aurora. 

 

This event is free of charge and will feature presentations on topics including special needs estate planning, guardianship, government benefits, and managing challenging behaviors, as well as a resource room where numerous community providers will be on hand to share valuable information.  The full conference agenda is attached.  Please note, there will be no CEU’s provided at this event.

 

To register, click the following link: Conference Registration

 

For more information you can also visit: www.dayonepact.org/community_PSP_Conf.php

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Posted by: Arisve Esquivel
Published: 8/28/18




Audience: Student Services and Student Services

The ELSA Preview Day is a great way to visit the Elmhurst College campus and meet current ELSA students and staff. Get a glimpse of campus life during a typical school day at Elmhurst College.

ELSA Preview Days are on the following Fridays at 10:30 am: September 21, 2018; October 19, 2018; and November 30, 2018.

Please click below to RSVP and for more information.

                                
 

 

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Posted by: Kate Allt
Published: 8/24/18




Audience: Student Services and Student Services

The Parent Support Group meeting will meet to discuss:  Supportive Housing Options for Individuals with Intellectual and Developmental Disabilities.  Julie Nelson, Senior Program Manager with CSH, will share valuable information on supportive housing.  Please join DayOne PACT on Wednesday June, 20th, 2018 from 6:00pm to 7:30pm.  See attached flyer for more information and to RSVP.  Registration is required.  

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Posted by: Arisve Esquivel
Published: 6/4/18




Audience: Student Services and Student Services

The final DuPage Transition Planning Committee meeting of this school year will be on Wednesday, May 9, 2018 from 1:00-2:30 at the WorkNet DuPage Career Center.  Address:  2525 Cabot Dr., Suite 302, Lisle, IL  60532.

 

Worknet DuPage will present the services that they provide to help eligible youth (ages 17-24) start their careers including:  career planning, paid job internships, on-the-job training, and possible scholarships.

 

The timing is great for students who are graduating in May or June.  Feel free to invite them, their families, or previous graduates.  It is free and open to the public.  No need to RSVP.  We hope to see you there.

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Posted by: Arisve Esquivel
Published: 5/3/18




Audience: Student Services and Student Services

Building Bridges to the Future is a collaborative effort between various service organizations to provide assistance to families and professionals in transitioning students with developmental disabilities to adult services.  Please join DayOne Pact's Parent Support Group meeting on Tuesday May 15th, 2018 from 6:00pm to 7:30pm.  For location and registration information please see attached flyer. 

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Posted by: Arisve Esquivel
Published: 5/1/18




Audience: Student Services and Student Services

Starting on April 19th, AIM-CIL will host a Teen Social Night every third Thursday of every month from 5:00pm to 6:30pm.  These fun teen social nights are for ages 13 to 22.  Please see attached flyer for specific dates.  Also, please RSVP for each event individually.  

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Posted by: Arisve Esquivel
Published: 4/18/18




Audience: Student Services and Student Services

SASED's Parent Advisory Council meeting will offer two presentations on May 9th, beginning at 6:30pm.  The first presentation will concentrate on Legal Planning Issues for Children & Adults with a Disability--Focus on Guardianship.  The second presentation will discuss Post-secondary Services.  Please see attached flyers for more information and how to register for the meeting.    

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Posted by: Arisve Esquivel
Published: 4/17/18




Audience: Student Services and Student Services

DayOne PACT's Parent Support Group will meet to discuss information and resources.  This meeting will provide an opportunity for parents and guardians to discuss the information and resources they are seeking as well as share what has worked for them.  Participants will receive a copy of the Parent Support Project resource guide and have an opportunity to ask specific questions.  Please join us on Wednesday April 25th, 2018 from 6:00pm to 7:30pm.  Please see attached flyer for more information.

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Posted by: Arisve Esquivel
Published: 4/6/18




Audience: Student Services and Student Services

Please join us as the Elmhurst Learning and Success Academy celebrates 10 years of ELSA-PALOOZA, the graduating class of 2018, and all things ELSA on the Elmhurst College campus.  Enjoy campus tours, student projects and work experiences, live music, and FREE PIZZA.  Join us at the Founders Lounge on Tuesday, April 10th from 10:00am--1:00pm.  Please see link for more information and to RSVP.

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Posted by: Arisve Esquivel
Published: 4/3/18




Audience: Student Services and Student Services

Volunteers are needed to help out the 2018 Disabled Hockey Festival.  Help make this special event a success by volunteering April 5-15, 2018.  Please see flyer for specific times, locations, and contact information.

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Posted by: Arisve Esquivel
Published: 3/23/18




Audience: Student Services and Student Services

DuPage TPC is proud to host Dr. Tim Wahlberg, PH.D., who will present and discuss:  Preparing Young Adults with Autism Spectrum Disorders for the Adult World.  Please join us on Wednesday, April 11th, 2018 from 1:00pm to 2:30pm at the WorkNet DuPage Career Center.  Please see attached flyer for more information and to RSVP.

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Posted by: Arisve Esquivel
Published: 3/22/18




Audience: Student Services and Student Services

Each workshop of the Next Steps:  The Transition Series will focus on a new topic of planning for a student's successful transition from high school to adult life.  

 

The first 4 workshops will be presented at York Community High School--April 3rd, April 10th, April 17th, and April 24th, 2018.  The final workshop will be held at Sandburg Middle School May 1st, 2018.  Workshops will be held from 6:30pm to 8:30pm.  Please see attached flyer for detailed topic descriptions and registration information.

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Posted by: Arisve Esquivel
Published: 3/6/18




Audience: Student Services and Student Services

Landmark College and Aurora University will have a 10-day summer program:  Summer Transitional Enrichment Program (STEP).  This innovative program is designed to help students with high-functioning Autism Spectrum Disorder (ASD) and their parents.  The program runs June 20--29, 2018.  Please see attached flyer for more information.    

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Posted by: Arisve Esquivel
Published: 2/27/18




Audience: Student Services and Student Services

Art360 is an innovative collaborative program between Community Support Services, Inc. and Chicago Zoological Society--Brookfield Zoo that brings art, learning, creativity, and social inclusion full circle.  This is a 10 week program with two different sessions.  Session 1:  Thursdays January 25 through March 29th, 2018.  Session 2:  Thursdays April 19 through June 21, 2018.  Please see attached flyer for more information.

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Posted by: Arisve Esquivel
Published: 2/8/18




Audience: Student Services and Student Services

Please see attached flyer for information regarding the Disability Employment Initiative grant.

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Posted by: Tracy Raysakis
Published: 9/6/17




Audience: Student Services and Student Services

BEHAVIORAL INTERVENTION POLICY

It is the intention of the Board of Education to comply with the requirements of Section 14-8.05 of The School Code as established by P.A. 89-191.  It is the Board's expectation that all students will comply and be disciplined in accordance with the established policies and procedures of the School District. For those students with an identified  disability that interferes with their ability to comply with the rules and regulations of the School District and eligible through the Individuals with Disabilities Education Act (IDEA), a behavioral management plan will be developed and be included as part of the student's Individualized Education Program (IEP).  The behavioral management plan will describe the behavioral interventions to be employed in addressing the student's serious behavioral problems related to his/her disability. The behavioral interventions incorporated in any behavioral management plan will· conform to the District's guidelines.

 

ADMINISTRATIVE GUIDELINES

Introduction

Behavioral interventions should be used by teachers and administrators to promote and strengthen desirable adaptive student behaviors and reduce identified inappropriate behaviors. A fundamental principle is that positive, non-aversive interventions designed to develop and strengthen desirable student behaviors should be used to the maximum extent possible and are preferable to the use of aversive and restrictive interventions.    

 

The use of positive interventions is consistent with the educational goals of enhancing students' academic, social, and   personal growth.      While positive approaches alone may not always succeed in controlling extremely inappropriate behavior, the use of more restrictive procedures should be considered to be temporary and approached with utmost caution. The use of restrictive interventions should maintain respect for the individual student's dignity and personal privacy and adhere to professionally accepted treatment practices.            

 

All procedural protections available to students with disabilities and their parents or guardians under the Individuals with Disabilities Education Act (IDEA), including notice and consent, opportunity for participation in meetings, and right to an appeal, shall be observed when implementing and/or developing behavioral interventions.    

 

Designation of Behavioral Interventions

By Level of Restrictiveness

Interventions used with students with disabilities will incorporate procedures and methods consistent with generally accepted practices in the field of behavioral intervention.     Behavioral interventions are categorized into four levels of restrictiveness: 1) nonrestrictive, 2) nonrestrictive with caution, 3) restrictive, and 4) prohibited. 

 

Nonrestrictive interventions

Nonrestrictive interventions are the preferred interventions because of the low risk of negative side effects and the high priority placed on behavior change rather than behavior control. These Interventions may be used without the development of a written behavioral management plan as part of the student's IEP.

 
  • Allowing student to escape task
  • Calling/notifying parent
  • Contracting
  • Differential reinforcement
  • Direct instruction
  • Environmental or activity modification
  • Fading
  • Group reinforcement
  • Instructional assignment
  • Modeling
  • Peer Involvement
  • Planned Ignoring
  • Positive reinforcement
  • Problem solving
  • Prompting
  • Proximity control
  • Redirection student non-physically
  • Response-cost
  • Self-management
  • Shaping
  • Teaching alternative behaviors
  • Teaching self-reinforcement
  • Token Economy
  • Tracking
  • Verbal feedback
  • Verbal reprimand
  • Work detail
 

 

Nonrestrictive with Caution Interventions

Depending upon a student's needs, the following interventions are considered nonrestrictive if used with caution and only on occasion.                          However, extensive use of these interventions and an extreme negative reaction by the student that adversely affects educational performance may lead to these interventions becoming restrictive.  As nonrestrictive, these interventions may be used without the development of a written behavioral management plan.

 
  • Contingent exercises
  • Detention (before/after school, weekend)
  • Exclusion from extracurricular activities
  • Extinction
  • Food delay
  • Physical guidance
  • Positive practice/over-correction
  • Punishment writing
  • Redirecting student physically
  • Required relaxation
  • Restitution over-correction
  • Suspension (in-school)
  • Suspension (out-of-school)
  • Time-out (in and out of school)
 

 

Restrictive Interventions

Restrictive interventions may be used when less restrictive interventions have been attempted and failed, or in emergency situations.  However, these interventions should be used for the minimal amount of time necessary to control the student's behavior and should be used in conjunction with positive interventions designed to strengthen appropriate behaviors. For students who have behavioral problems related to their disability, restrictive interventions should only be used when a written behavioral management plan has been developed as part of the student's IEP.               

  • Aversive mists, aromatics, tastes
  • Denial or restriction of access to regularly used equipment and devices that facilitate the student’s educational functioning, except when such equipment is temporarily at risk for damage
  • Inhibiting device    
  • Manual or physical restraint
  •  Mechanical restraints (excludes restraints prescribed by a physician or used as a safety procedure for transportation)
  • Negative practice
  • Satiation
  • Time out (isolation/quiet room)
  • Visual Screen   

 

Prohibited interventions

Prohibited interventions are illegal and are not to be used under any circumstances.

  • Corporal punishment
  • Expulsion with cessation of all education services for behavior related to disability
  • Faradic skin shock
  • Physical manipulation or procedure that causes pain and/or tissue damage when used as an aversive procedure

 

Behavioral Management Plans

The IEP team will determine whether an individual student has significant behavioral needs related to his/her disability that require the use of restrictive interventions. In such cases, a written behavior management plan will be developed by the IEP team with technical assistance and be included as part of the student's IEP.     

 

Emergency Use of Restrictive Interventions

“Emergency” refers to a situation in which immediate restrictive intervention that is not part of a student's behavioral management plan is necessary to protect students, other individuals, or the physical site from harm.  When confronted with an emergency, school personnel should use interventions that are the least intrusive possible to reasonably respond to the situation. If an emergency situation requiring the use of a restrictive· intervention arises frequently, or a pattern of behavior occurs which significantly interferes with student learning, an IEP meeting should be convened to review and, if necessary, modify the behavioral management plan.          

 

The parents or guardians should be notified as soon as possible when a restrictive intervention is used in an emergency situation. Additionally, the use of an emergency intervention should be documented. 

 

Monitoring Restrictive Interventions

The case manager will be the person responsible for monitoring the use of restrictive behavioral interventions that are incorporated in an individual student's behavioral management plan. This monitoring will occur according to the evaluation schedule established as part of the behavioral plan.         

 

Staff Training

The District will make available, as necessary, workshops to assure that adequately trained staff are available to work effectively with the behavioral intervention needs of students who require behavioral intervention. 

 

Parent and Student Notice

The District shall furnish a copy of this policy and procedures to parents and guardians of all students with IEPs within 15 days after the Board has adopted them or at the time an IEP is first implemented for the student.  In addition, at each annual review for students with disabilities, the District shall provide a copy of the policy and procedures to parents.  Additionally, each school shall inform its students of the existence of this policy and procedures annually.         

 

Behavioral Intervention Committee

The policy and procedures were developed by the Behavioral Intervention Committee which included parents, advocates, teachers, administrators, and individuals having expertise in effective behavioral· interventions. In developing this document, the committee reviewed and considered the ISBE's Behavioral Interventions in Schools: Guidelines for Development of District Policies for Students with Disabilities.   A copy of these guidelines may be requested from the Illinois State Board of Education, 100 North First Street, Springfield, IL 62777-0001.                   

                                                                

 

Política del Plan de Intervención Para el Comportamiento (BIP)

Es la intención de la Junta de Educación de cumplir con los requerimientos de la sección 14-8.05 del Código Escolar como fue establecido por P.A. 89-191. Es la expectativa de la Junta que todos los estudiantes cumplan y que sean disciplinados de acuerdo con la política y los procedimientos ya establecidos por el Distrito Escolar. Para esos estudiantes con una discapacidad que interfiere con la habilidad de cumplir con las reglas y regulaciones del Distrito Escolar y sea elegible atreves de la Ley de Educación para Personas con Discapacidades (IDEA), un plan de manejo del comportamiento será desarrollado y será incluido como parte del Programa Educativo Individualizado (PEI- IEP). El plan de manejo del comportamiento describirá las intervenciones de conducta que serán utilizadas para dirigir los serios problemas de comportamiento del estudiante relacionados con su discapacidad. Las intervenciones de conducta incorporadas en cualquier plan de manejo del comportamiento serán de acuerdo con las normas del Distrito.

 

Normas Administrativas

Introducción

Intervenciones de conducta deben ser utilizadas por maestros y administradores para promover y fortalecer la conducta adaptiva deseable del estudiante y para reducir la conducta inapropiada identificada. Un principio fundamental es que intervenciones positivas, no aversivas diseñadas a desarrollar y fortalecer conducta deseable debe ser utilizada al grado máximo y son preferibles al uso de intervenciones aversivas y restrictivas.

 

El uso de intervenciones positivas están consistentes con las metas educativas para mejorar el crecimiento académico, social y personal del estudiante. Mientras intervenciones positivas no siempre tendrán éxito para controlar comportamiento extremadamente inapropiado, el uso de procedimientos mas restrictivos deben ser considerados temporales y ser utilizados con la mayor precaución. El uso de intervenciones restrictivas debe mantener el respeto por la dignidad y privacidad del estudiante y adherir a practicas de tratamiento que sean profesionalmente aceptadas. 

 

Todas las garantías procesales disponibles para los estudiantes con discapacidades y padres o guardianes bajo la Ley de Educación para Personas con Discapacidades (IDEA), incluyendo notificación y consentimiento, la oportunidad de participar en juntas, el derecho de apelación, serán notadas cuando sean implementas y/o las intervenciones de conducta sean desarrolladas.

 

Designación de Intervenciones de Conducta por Nivel de Restricción

Intervenciones usadas con estudiantes con discapacidades incorporaran procedimientos y métodos de acuerdo con prácticas generalmente aceptadas en el campo de intervención de conducta. Intervenciones de conducta son categorizadas en cuatro niveles de restricción: 1)no restrictiva, 2) no restrictiva con precaución, 3)restrictiva, 4) prohibido.

 

Intervenciones No Restrictivas

Intervenciones no restrictivas son las intervenciones preferidas por el bajo riesgo de efectos secundarios negativos y la alta prioridad puesta en el cambio de conducta más bien que el control de la conducta. Estas intervenciones pueden ser utilizadas sin el desarrollo de un plan de manejo de conducta escrito como parte del PEI (IEP) del estudiante.

 

  • Permitir al estudiante escapar la tarea
  • Llamar/Notificar a los padres
  • Contratando
  • Reforzamiento diferencial
  • Instrucción directa
  • Modificación de entorno o actividad
  • Desvanecimiento
  • Refuerzo de grupo
  • Tarea con instrucción
  • Modelando
  • Involucración de grupo
  • Ignorar planeada
  • Reforzamiento positivo
  • Resolución de problemas
  • Proximidad
  • Control de proximidad
  • Redirigir estudiante- no físicamente
  • Respuesta-costo
  • Autogestión
  • Formación
  • Enseñando comportamiento alternativos
  • Enseñando reforzamiento-propio
  • Economía simbólica
  • Seguimiento
  • Comentarios verbales
  • Reprimenda verbal
  • Detalle de trabajo

 

 

Intervenciones No Restrictivas con Precaución

Dependiendo con las necesidades del estudiante, las siguientes intervenciones son consideradas no restrictivas si son utilizadas con precaución y de vez en cuando. Sin embargo, uso extensivo de estas intervenciones y una reacción extremadamente negativa del estudiante que negativamente afecta el desempeño educativo puede conducir a que las intervenciones se hagan restrictivas. Como no restrictivas, estas intervenciones pueden ser utilizadas sin el desarrollo de un plan de manejo de conducta escrito.

 

  • Ejercicios contingentes
  • Un castigo (antes/después de la escuela, fin de semana)
  • Exclusión de actividades extracurricular
  • Extinción
  • Retrasar comida
  • Guía física
  • Practica positiva/ sobre corrección
  • Escritura como castigo
  • Re dirigir el estudiante físicamente
  • Relajación requerida
  • Restitución sobre-corregir
  • Suspensión (dentro de la escuela)
  • Suspensión (a fuera de la escuela)
  • Tiempo fuera (dentro y fuera de la escuela)

 

 

Intervenciones Restrictivas

Intervenciones restrictivas pueden ser utilizadas cuando intervenciones menos restrictivas ya han sido usadas y han fracasado, o en situaciones de emergencia. Sin embargo, estas intervenciones deben ser utilizadas por el menos tiempo posible necesario para controlar la conducta del estudiante y deben ser utilizadas junto a intervenciones positivas diseñadas a fortalecer comportamientos positivos. Para estudiantes que tienen problemas de comportamientos relacionados con su discapacidad, intervenciones restrictivas deben ser utilizadas solo cuando hay un plan de manejo de conducta escrito que ha sido desarrollado como parte del PEI (IEP) del estudiante.

  • Rociado aversivo, aromáticos, sabores
  • Negación o restricción al acceso de équido usado regularmente y dispositivos que facilitan el funcionamiento educacional del estudiante, excepto cuando el equipo este temporalmente en riesgo de dañarse
  • Dispositivo inhibidor
  • Contención manual o física
  • Contención mecánica (excluye contención prescrita por un medico o usada como procedimiento de seguridad para transportación)
  • Practica negativa
  • Saciedad
  • Tiempo fuera (aislamiento/ cuarto silencioso)
  • Pantalla visual

 

Intervenciones Prohibidas

Intervenciones prohibidas son ilegales y no se usaran bajo ninguna circunstancia.

  • Castigo corporal
  • Expulsión con cesación de todos los servicios educacionales para el comportamiento relacionado con discapacidades
  • Shock de la piel farádico
  • Manipulación física o procedimiento que cause dolor y/o daño al tejido cuando sea usado como procedimiento adverso

 

Planes de Manejo del Comportamiento

El equipo del PEI (IEP) determinara si un estudiante tiene necesidades del comportamiento significativas relacionadas a su discapacitación que requiere el uso de intervenciones restrictivas. En estos casos, un plan de manejo de comportamiento escrito será desarrollado por el equipo del PEI con asistencia técnica y será incluido como parte del PEI del estudiante.

 

Uso de Emergencia de Intervenciones Restrictivas

“Emergencia” se refiere a una situación donde uso inmediato de intervención restrictiva no es parte del plan de manejo del comportamiento pero es necesario para proteger otros estudiantes, individuos o el sitio físico, de mal. Cuando sea confrontado con una emergencia, el personal de la escuela debe usar intervenciones que sean lo menos intrusivas posibles para responder racionalmente a la situación. Si la situación de emergencia requiere el uso de intervención restrictiva y surge frecuentemente, o un patrón de comportamiento ocurre que interfiere significativamente con el aprendizaje, una junta PEI debe ser convocada para repasar y, si es necesario, modificar el plan de manejo del comportamiento.

 

Los padres o guardianes deben de ser notificados cuan pronto posible cuando una intervención restrictiva sea usada en una situación de emergencia. Adicionalmente, el uso de la intervención de emergencia debe ser documentada.

 

Monitoreo de Intervenciones Restrictivas

El administrador de caso será la persona responsable para monitorear el uso de intervenciones de comportamiento restrictivas que sean incorporadas al plan de manejo de comportamiento del estudiante. Este monitoreo ocurrirá de acuerdo al programa de evaluación establecida como parte del plan de comportamiento.

 

Entrenamiento de Empleados

El Distrito hará disponible, como vea necesario, talleres que aseguren que el personal este adecuadamente entrenado para que trabajen efectivamente con las necesidades de las intervenciones de comportamiento de los estudiantes que requieren intervenciones de comportamiento.

 

Aviso a Padres

El Distrito proporcionara una copia de esta política y procedimientos a padres y guadianés de todos los estudiantes con PEIs dentro de 15 días después de que la Junta las haya adoptado o cuando el PEI sea inicialmente implementado para el estudiante. Adicionalmente, durante cada Revisión Anual para estudiantes con discapacidades, el Distrito proporcionara una copia de la política y procedimientos a padres. Cada escuela informara a sus estudiantes de la existencia de esta política y procedimiento anualmente.

 

Comité de Intervención de Comportamiento

La política y procedimientos fueron desarrollados por el Comité de Intervenciones de Comportamiento el cual incluyo padres, partidarios, maestros, administradores e individuos con la pericia en intervenciones de comportamiento efectivas. Al desarrollar este documento, el comité reviso y considero Intervenciones de Comportamiento en Escuelas: Guía para el Desarrollo de Políticas del Distrito para Estudiantes con Discapacitaciones de ISBE. Una copia de estas guías pueden ser pedidas a la Junta de Educación del Estado de Illinois, 100 North First Street, Springfield, IL 62777-0001

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Posted by: Tracy Raysakis
Published: 8/8/17