Sample Maine e-mail: Difference between revisions
(Created page with 'Dear (insert senator or reps name http://www.maine.gov/legis/house/townlist.htm), I am writing to urge you to support the continued implementation of the updated Rule 33 governi…') |
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Dear (insert senator or reps name http://www.maine.gov/legis/house/townlist.htm), |
Dear (insert senator or reps name http://www.maine.gov/legis/house/townlist.htm), |
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I am writing to |
I am writing to ask for your support of the updated Rule 33 governing the use of restraint and seclusion in public schools. When fully implemented, the new rules will make a big difference for children with special needs and for all Maine children. |
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Restraint and seclusion create a potential for injury to the child |
Restraint and seclusion create a potential for injury to the child and adults involved. They also create psychological problems, including trauma, in young children. Children can learn their caregivers will place them in ‘scary’ situations, which impairs the development of safe relationships. Children may also associate their classrooms with invasive and traumatic experiences. |
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Restraint and seclusion have no therapeutic benefit. Therefore, children’s behaviors may remain unchanged and teachers may end up using more forceful, intrusive behavior-control procedures. The likelihood that circumstances may occur over and over again in the same way is both negative and disturbing for the child, with no positive outcomes. When restraint and seclusion are used to control behavior, such procedures may over time become the “normal” or routine practices in the classroom. With continued implementation of restraint and seclusion, the risk of abuse is dramatically heightened. |
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4. When restraint and seclusion are used to control behavior, there is a risk that such procedures may over time become the “normal” or routine practices in the classroom. Because restraint and seclusion can temporarily curtail the occurrence of disruptive behaviors, teachers may be reinforced for using them and, unintentionally, use them more often and more routinely in the future. With continued implementation of restraint and seclusion, the risk of abuse is dramatically heightened. |
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In short restraint and seclusion are not safe or effective methods for helping children and teachers. The alternative, positive behavioral intervention and support (see http://www.pbis.org/) has been proven effective in may school systems around the country. In addition to helping children with behavioral challenges, PBIS improves the school environment for all children. |
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The updated Rule 33 addresses these challenges and will help all children in Maine feel safe in school. I urge you to support its continued implementation and to fund training programs which help teachers learn to use the effective alternatives to restraint and seclusion. |
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Thank you, |
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[your name and address] |
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Revision as of 16:14, 11 December 2012
Dear (insert senator or reps name http://www.maine.gov/legis/house/townlist.htm),
I am writing to ask for your support of the updated Rule 33 governing the use of restraint and seclusion in public schools. When fully implemented, the new rules will make a big difference for children with special needs and for all Maine children.
Restraint and seclusion create a potential for injury to the child and adults involved. They also create psychological problems, including trauma, in young children. Children can learn their caregivers will place them in ‘scary’ situations, which impairs the development of safe relationships. Children may also associate their classrooms with invasive and traumatic experiences.
Restraint and seclusion have no therapeutic benefit. Therefore, children’s behaviors may remain unchanged and teachers may end up using more forceful, intrusive behavior-control procedures. The likelihood that circumstances may occur over and over again in the same way is both negative and disturbing for the child, with no positive outcomes. When restraint and seclusion are used to control behavior, such procedures may over time become the “normal” or routine practices in the classroom. With continued implementation of restraint and seclusion, the risk of abuse is dramatically heightened.
In short restraint and seclusion are not safe or effective methods for helping children and teachers. The alternative, positive behavioral intervention and support (see http://www.pbis.org/) has been proven effective in may school systems around the country. In addition to helping children with behavioral challenges, PBIS improves the school environment for all children.
The updated Rule 33 addresses these challenges and will help all children in Maine feel safe in school. I urge you to support its continued implementation and to fund training programs which help teachers learn to use the effective alternatives to restraint and seclusion.
Thank you,
[your name and address]