In the article “Supporting Students with Disabilities During School Crises” Laura S. Clarke and other authors emphasize that the invulnerability of the children with special needs should be a priority for teachers and schools. The authors in the article state that special education teachers should have a training and a plan when the lives of their students are put at risk. A child may react in a positive or negative way during a situation when their life is in danger. The reasons why the article was written was to create ways in which a child with special needs may know what to do when a nature disaster occurs or a shooter comes in the schools. Special education teachers have a commitment to protect and provide the needs of their students.
At our school, Edgewood Middle School, we are currently researching the second topic of safety for Project Citizen. Some goals to be successful in Project Citizen are hard work, doing research, work as a team, and most important, be organized. The 4 steps to Project Citizen are to identify the problem, research the problem, evaluate possible solutions, and develop public policy ideas. Public policy is the principles, often unwritten, on which social laws are based. School Safety: the safety of school settings, such as the incidence of harassment, bullying, violence, and substance use, as supported by relevant research and an assessment of validity.
These expectations or breaches of; can result in injuries or legal proceedings. Teachers as professionals must act at all times, using ‘reasonable care’(WADOC) to prevent ‘an injury that was reasonably foreseeable’(WADOC). Following the Duty of Care for Students(D.O.C.WA, 2007), it is essential to uphold the safety of the children, making sure that the schools protect them from reasonable harm and provide a safe learning environment. B. Discussion 1.
I would work to have a safe school environment plan in effect. I would follow the outlined guide as closely as possible in order to implement a safe school environment plan in my school and district. Bibliography: Dwyer, K.; Osher, D.; and Warger, C. Early Warning, Timely Response: A guide to safe schools. www.ed.gov/offices/OSERS/OSEP/earlywrn.html Washington D.C.: U.S. Department of Education Flannery, Daniel J. Improving School Violence Prevention Programs Through Meaningful Evaluation.
Students who trust their educators, and feel that they are respectful, fair, and attentive, are more likely to form bonds and perform well in school (Boccenfuso, Kuhfed, 2011). Considering the situation involving the three students at the Union Colony Charter School in Greeley, Colorado the following plan of action would be followed and executed: The school’s most important responsibility is to communicate and emphasize the policies to all stakeholders before the infraction took place. “One of the most important tools schools have for ensuring safety is the student disciplinary code, which sets forth expectations for student behavior and imposes penalties when these expectations are not met”(Hutton, Bailey, 2007, pg.5). The policy must be communicated to, and understood by school personnel, students, and parents. School officials should carefully consider the full range of potential options in school safety situations, including proactive and preventive measures and alternatives to disciplinary approaches (Hutton, Bailey, 2007, pg.25).
School counselors play an integral part within the crisis management team by becoming familiar with the district and the school’s crisis response procedures. It is imperative that they work closely with administrators and school personnel to design and employ a crisis plan if one does not exist (Erford, 2015). Role of the professional
The leading issue of the WA DoE Duty of Care for Students Policy is stated in Section 1.A “Teaching staff owe a duty to take reasonable care for the safety and welfare of students whilst students are involved in school activities or are present for the purposes of a school activity” (WA DoE, 2007, p. 3). This means teachers are legally responsible to protect students from reasonably foreseeable risks of harm whenever a relationship exists between a teacher and a student. Some examples include in the playground, the classroom or during a school excursion. The second important issue addressed in the... ... middle of paper ... ...7 Western Australian Department of Education. (2007).
People need to pull together as a community and help in the fight against school violence. We need to give students... ... middle of paper ... ...zine/vault/A2857.cfm 24. The site describes how we can use technology to help prevent school violence. The article discusses some of the technologies being used to prevent violence in the school system. Also, the site gives a list of ways to assess the technologies being used as a solution to prevent violence.
This guideline will serve as a decision making tool for administrators, architects, teachers, police and policy makers in order to make informed decisions about student health and safety that considers the everyday exposures as well as the rare occurrences of mass violence. The initial framework for this guideline was created as part of a Masters Synthesis project and will be redeveloped for wider integration and use. Objectives and significance School administrators and teachers today have to balance the priorities of the students in their classrooms. Schools are concerned with student performance in order to meet national guidelines and the well being of students to allow for the appropriate development during their childhood years. Added into this balance is the concern of mass school violence.
Crisis and Emergency Response This section specifies procedures for various emergency situations, including accidents that occur between school and environmental emergencies, fires, natural disasters, medical emergencies, and school intruders. Emphasis is placed on the importance of creating scenarios and exercises for practicing responses to each of these situations. During an emergency the principal and staff must be prepared to follow procedures, yet make leadership decisions according to the situation to maintain the safety of students and themselves (Jefferson County, 2008). Drills are conducted routinely to prepare, train staff and students in case of an actual emergency. Different bells whistles and codes are used to alert staff and students in the school’s audible alarm system.