Measures should be taken to assure that autistic students who are prone to wander are stationary during instructional periods. Safety restraints and/or other interventions should be appropriately utilized to further curtail episodes of such students causing substantial harm to themselves and/or other students, staff, etc. and school property.
Autistic students should receive the same quality education that any other students receive, but many do not, due to their proclivity to wander, and many instructors of autistic students are substantially preoccupied with endeavors to prevent them from wandering, and often to the extent that it interferes with their teaching and the learning of all students in the classroom with the autistic/wandering students.
A Teach Seat, a name that I coined to stress the importance of need for autistic students to learn, is a desk or chair with seat belts into which autistic students would be secured/fastened during instructional periods, a seat that is actually already existent, though infrequently utilized. Teach Seats would be movable, but would be capable of being locked or latched into place, although in some arrangements teach seats might be mounted on platforms and/or permanently fixed to or immovable from the floor.
Subject students would be removed from teach seats during non-instructional periods, although an instructor should reserve the right and discretion to designate a subject student to a Teach Seat as need warrants, for example, during centers time when a student could potentially utilize a craft, toy, etc. to inflict harm upon another student, teacher, etc.
A Teach Seat should not be utilized to harness belligerent behavior. If a student becomes belligerent while in a Teach Seat, measures should be taken to calm the student. If this does not work, the student should be removed from the Teach Seat and potentially from the classroom, especially while an instructor is lecturing.
Teach Seats would pose no threat of harm to autistic students, if the subject students are not strapped too tightly, and they are taken out of the seats for lavatory use or to be changed, and stationary periods are balanced with sufficient levels of exercise or walking, etc. to an extent that is reasonably acceptable in the academic setting.
Use of Technology
Designation of autistic and/or behaviorally challenged students to computers has proven a very effective method of teaching and harnessing the unruly behavior of many. And I’ll reiterate here that students should never be permitted to play non-educational games during instructional periods. Really, and, as I’ve previously emphasized, non-educational games should be blocked on all school computers.
All students should be trained on basic computer principles, and although training some autistic and other, especially younger students, to utilize a mouse and/or move a cursor to access and maneuver through course material might be challenging.
There are various already existent websites that teach core concepts. Instructors, as I’ve previously stressed, could link those sites to their own classroom websites that would reinforce all core (Common Core in Tennessee) concepts.
Isolated instruction of certain autistic and/or easily distracted students has also proven very effective, though, and as I’ve also emphasized, all such sessions or meetings of any sort between staff and students should always be monitored, either remotely, or via presence of other school staff. Utilization of room dividers to separate such students from the remnant of a class is ideal in some settings or situations…
Card Entry Door Locks for Classrooms of Students Inclined to Run
Card entry door locks should be placed on the doors of classrooms assigned to students who are inclined to run. A student who runs out of a classroom, particularly if the student runs out of a school building, could become a liability and potentially incur harm.
GPS Child Trackers
GPS Child Trackers should also be worn by students who are inclined to run so that such students are easily locatable during any incidences where they do manage to get away.
Addressing Potential Incidences of Demonic Possession & Influence in Schools
Christ exercised demons from several individuals who exhibited physical and mental illnesses that are still common today.
It is important to note, however, that not every suspicion of demonic possession may be valid; and yet it is equally important to note that demonic possession is a proven reality, and, seeing that everyone must be educated, it is inevitable that schools might encounter students with the condition. The student’s head may not spin around; he or she may not speak a foreign language, or exhibit levitational abilities. The student’s behavior and/or physical attributes may or may not be a telltale sign of demonic possession, though certain behaviors, appearances, etc. may in fact be worth investigating.
Students who are suspected of being demonically possessed should never be mistreated, seeing especially that the situation could become dangerous.
I had a very rare encounter some time ago with a student who I readily concluded might in fact be demonically possessed. She had a regular dazed look, and darkened eyes, and would hit or otherwise torture other students in the class as though she truly had no idea of what she was doing, distinguishable from other incidents of autistic behavior. It was actually a bit frightening, especially when another assistant in the class came out and stated her belief that the student was possessed, while I was only thinking it.
When we took this particular class to P.E. in the school’s auditorium that was converted to a recreational area during Phys. Ed. the little girl would hide behind a basketball goal, as if she was afraid to be out in the open, which is what really led me to believe what I concluded. It is worth noting that the student responded positively to kind treatment and prodding.
In events where consistent observation of a student raises reasonable concern that they may in fact be demonically or otherwise possessed, visitation from a minister with the proven gift of exorcism and/or healing should be considered. The initial visit, in a counselor’s office or other approved locality at the student’s school and/or at the student’s home,* would be to determine if in fact the student is truly possessed and entry points for the possession and other demonic/spiritual activity.
If it is determined that a student is in fact demonically or otherwise possessed, the minister should return, and forthwith accompanied by a licensed medical professional to monitor and preserve the student’s health/safety during any necessary exorcism. Entry points for demonic possession and activity should also be discussed with all members of the student’s family living in the home and/or those who’ve experienced or witnessed the activity.
Instructional and safety restraints would pose no threat of harm to subject high risk students, but would rather prevent them from harming themselves or other students, staff, etc., and from damaging school property.