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71 U. Miami L. Rev. 859 (2016-2017)
Restraints, Seclusion, and the Disabled Student: The Blurred Lines between Safety and Physical Punishment

handle is hein.journals/umialr71 and id is 887 raw text is: COMMENTS Restraints, Seclusion, and the Disabled Student: The Blurred Lines Between Safety and Physical Punishment LANETTE SUAREZ INTRODUCTION ................................... ...... 860 I. RESTRAINTS, SECLUSION, CORPORAL PUNISHMENT, AND THE FAILURE OF THE EDUCATION SYSTEM.... ............. 864 A. Disabled Children and the Individuals with Disabilities Education Act............ ................. 865 B. History and Use ofRestraints, Seclusion, and Corporal Punishment in Schools ............... .....867 C. Current Laws and Practices .......... ...... 870 1. DEPARTMENT OF EDUCATION GUIDELINES ........... 870 2. LAWS AND PRACTICE: UNITED STATES AND INTERNATIONAL .............................. 872 II. CHILDREN WITH DISABILITIES DISPROPORTIONALLY RESTRAINED AND SECLUDED ......................... 874 A. The Disproportionate Use of Restraints and Seclusion ............................. 874 B. The Lasting Effects: Anxiety, Fear, Depression, and PTSD................................. 876 C. School-to-Prison Pipeline Mentality ..... ...... 878 III. CURRENT CASES AND EXAMPLES. ..................... 881 * J.D. Candidate 2017, University of Miami School of Law; B.A. 2012, Uni- versity of Miami. I would like to thank Vice Dean Osamudia James and Professor Kele Stewart for their guidance during the writing process. I would also like to thank my mother, Sandra Franco, and sister, Vanessa Suarez, for always support- ing my dreams; Rolan Martin, the love of my life, for his never-ending love, pa- tience, and encouragement; and my best friends Annelise Del Rivero and Andrea Sinner for ensuring that I always strive to be the best that I can be. 859

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