Louisiana House Bill HB89

Louisiana 2013 Regular Session

• Introduced: 4/8/13
• Refer: 4/8/13
• Report Pass: 4/11/13
• Engrossed: 4/18/13
• Refer: 4/22/13
• Report Pass: 4/29/13
• Enrolled: 5/15/13
• Chaptered: 5/23/13
• Passed: 5/23/13

Caption

Provides relative to the use of seclusion and physical restraint to address the behavior of certain students

Impact

The introduction of this bill is expected to bring significant changes to the way educators and school staff manage difficult behaviors in the classroom. By implementing structured guidelines for seclusion and restraint, the bill seeks to protect the rights of students with exceptionalities while also providing a clear framework for educators. The legislation aims to reduce the misuse of these practices and enhance the overall safety and well-being of students in educational environments.

Summary

House Bill 89 aims to amend existing Louisiana laws concerning student behavior, specifically addressing the use of seclusion and physical restraint for students with exceptionalities. The bill establishes guidelines for how such measures can be implemented, ensuring that they are applied appropriately and only when necessary. This includes creating rules that distinguish between students who have been deemed exceptional due to disabilities versus those classified as gifted or talented, who generally would be exempt from these provisions unless they also have a disability.

Sentiment

The sentiment surrounding HB 89 appears largely supportive, with many in the education sector recognizing the need for clearer regulations concerning the treatment of students with exceptionalities. Advocates argue that such measures could prevent potential abuse and ensure that all students are treated with dignity and respect. However, there are underlying concerns about the practical application of these guidelines and how they might affect teachers' ability to manage classroom behavior effectively.

Contention

One point of contention is the distinction made within the bill regarding students classified as gifted or talented. Critics argue that excluding certain groups of students from these protections could be problematic, especially if they are still facing behavioral challenges. There is also concern about the potential for over-reliance on seclusion and restraint as a means of managing behavior instead of employing alternative strategies that may be more beneficial for students' emotional and psychological well-being.