NACDD believes that students with developmental disabilities should be held to high expectations and receive a free and appropriate public education that is inclusive, with the needed individualized supports and services to ensure educational success. Students should be provided individualized appropriate instruction; positive behavior interventions of supports, and be taught by fully certified and highly effective teachers, administrators and other specialized instructional support personnel.
NACDD firmly believes that averse interventions and the use of restraint and seclusion are not consistent with proactive best practices in addressing the needs of students with developmental disabilities. Behavioral supports should be person-centered, individually designed, positive, culturally appropriate, and allow for modifying or replacing the environment.
NACDD supports the passage of The Keeping All Students Safe Act, introduced by Representative Beyer (D-VA) and the Stop Abuse in Residential Programs for Teens Act, introduced by Representative Schiff (D-CA). The two bills look to address the use of these techniques in schools and other types of facilities. The bill seek to prevent and reduce the use of physical restraints and seclusion in schools except in rare situations when the student’s behavior poses an immediate danger of physical harm, and to prohibit the use of chemical or mechanical restraints. The bills seek to replace these techniques with effective prevention practices, and promote techniques that create a positive school climate for all students NACDD also continues to work to improve data collection on the use of these techniques.
NACDD’s letters on this topic are linked below:
The 114th Congress began quickly with reauthorization of the Elementary and Secondary Education Act (ESEA) moving through Congress. ESEA is the civil rights law regarding the general education system that has been up for reauthorization since 2007. In 2002, the No Child Left Behind Act (NCLB) reauthorized ESEA. NACDD had an active role in the most recent ESEA reauthorization through two coalitions: the Consortium for Citizens with Disabilities (CCD) and an ad-hoc workgroup formed by the Leadership Conference on Civil and Human Rights.
In July 2015, both the Senate and the House of Representatives passed bills to reauthorize the ESEA of 1965. The House version is known as H.R. 5 or the Student Success Act (SSA) and the Senate version is called S. 1177 or the Every Child Achieves Act (ECAA) of 2015. A conference committee met on November 18 and 19, 2015 to resolve the differences between the Student Success Act and the Every Child Achieves Act and voted to adopt the conference framework. Legislative language was completed over Thanksgiving. The bill’s title is the “Every Student Succeeds Act,” abbreviated in the summary as ESSA. It reauthorizes programs in the Elementary and Secondary Education Act for four years.
NACDD’s letters on ESEA reauthorization and now implementation are linked below: