https://orcid.org/0000-0002-4310-6337
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Abstract
While most research on restraint and seclusion use in K–12 schools focuses on the procedures with students with disabilities, the authors investigate its application to English learners and offer proactive steps for teachers.
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Online Supplemental Material
For the tables referenced in this article, please visit https://doi.org/10.1080/0228958.2021.1968265
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Notes on contributors
Bryan Meadows
Bryan Meadows is an Assistant Professor and Director of the TESOL teacher education program in the Department of Educational Studies at Seton Hall University. His work addresses issues of power in language education and can be found in peer-reviewed venues. Email: [email protected]
Brian Conners
Brian Conners is a Faculty Associate in the Department of Educational Studies at Seton Hall University. He is an NJDOE-certified School Psychologist and a Board Certified Behavior Analyst (BCBA). His work addresses behavior management, crisis intervention, and restraint and seclusion. Email: [email protected]