Katie Graves

Katie Graves

Doctoral Candidate

[email protected]

Lessons Learned

• a.    Students with disabilities, especially black male students with disabilities, are disproportionately restrained and secluded.
• b.    Students with disabilities, especially black male students with disabilities, are disproportionately involved in the juvenile justice system.
• c.    Seclusion is never warranted (Krezmien, M. P., Travers, J., Valdivia, M., Mulcahy, C., Zablocki, M., Ugurlu, H. E., & Nunes, L. (2015). Disparate disciplinary confinement of diverse students in juvenile corrections. In Transition of Youth and Young Adults (Vol. 28, pp. 273-290). Emerald Group Publishing Limited.)

Resources Developed

• Restraint and Seclusion: A Review of Practices and Policy (https://journals.sagepub.com/doi/abs/10.1177/10534512231179099) 
• Call to Action: The Impact of Cyberbullying in the COVID Era (https://digitalcommons.unomaha.edu/ctlle/vol7/iss1/1/) 
• Development of Online Professional Development for Teachers: Understanding, Recognizing and Responding to Bullying for Students with Disabilities (https://journals.sagepub.com/doi/abs/10.1177/00131245231187370) 

Suggested Resources

• Restraint and Seclusions:  Resource Document (https://sites.ed.gov/idea/files/restraints-and-seclusion-resources.pdf) 
• Reece Peterson, Ph.D ([email protected] - restraint and seclusion reference point]
• Restraint and seclusion in U.S. Schol settings: Recommendations for allied treatment disciplines (https://psycnet.apa.org/record/2012-01560-009) 

Collaborative Areas of Interest

• Restraint and Seclusion 
• Juvenile Justice
• School safety