Our first priority is to keep our students safe and regulated while enhancing their lives and independence through the acquisition of skills, knowledge and self-assurance and never forgetting how much patience, love and dedication play a part in serving those with special needs.
At the core of our mission and embedded in both our guiding principles and everything we do is the idea that every student deserves an appropriate education that advances his/her capabilities in order to succeed in a school environment and beyond the classroom. Abiding by that view requires our teachers, therapists, vocational specialists and transition programmers to work collaboratively with each other and with school districts to share responsibility for ensuring that those with identified disabilities meet with success—because every student can be taught when instruction is designed for their needs and they are given the proper care they need to learn.
More specifically, special education at Hubbard comprises individually created programming and includes: special education instruction; social, emotional and medical support; related services, including occupational, physical and speech therapy; applied behavioral analysis (“ABA”); as well as vocational and transitional training—all administered by certified special ed teachers, licensed therapists, Board Certified Behavioral Analysts (“BCBAs”), Registered Behavioral Technicians (“RBTs”) and/or paraprofessionals. The results are bespoke programs that fully meet each student’s Individualized Education Program (“IEP”) and enable them to appropriately develop.
Our programs provide educational and behavioral services to various students, including some with significant disabilities. As a result of a higher level of disability, these students may, at times, engage in maladaptive behaviors, which would cause injury to themselves, to other students or to staff. We have trained behaviorists on the premises to deescalate and to minimize the impact of any such maladaptive behavior. Nevertheless, it is the case that maladaptive behaviors and their attendant potential crises may require interventions of a nature in which we are trained. It is important to note that Hubbard Day practices the least invasive forms of interventions when—and only when—this is necessary.
Of a piece with our progressive approach, Hubbard Day School does NOT have seclusion rooms. We do not involuntarily confine students alone in a room from which the student cannot leave.
We will not restrain a child in any way that is life-threatening, that restricts the child’s breathing, or that restricts blood flow to the child’s brain.
We will not physically restrain a student when it is medically or psychologically contraindicated as determined by the IEP team.
Hubbard personnel authorized to implement restraint will be provided advanced training in the use of restraint. Advanced training shall focus on (i) appropriate use of effective alternatives to restraint or seclusion and (ii) the proper use of restraint, consistent with this policy.
Hubbard personnel authorized to implement restraint will be trained and certified in a crisis intervention training program and subject to continuing recertification/training in such program.
Restraint is permitted only to prevent a student from imminently inflicting serious physical harm or injury to self or others. Unless a student’s damage to property creates an imminent risk of serious physical harm or injury to the student or others, the damage of property does not itself indicate or constitute an imminent risk of serious physical harm or injury and shall not justify the use of restraint.
Before using restraint, Hubbard personnel will attempt less restrictive interventions. Such interventions will be documented, and much be determined to be ineffective in stopping such imminent danger of serious physical injury. This is the policy unless other interventions are, or would be, deemed ineffective in the reasonable judgment of the particular school personnel implementing physical restraint or seclusion in an emergency situation (e.g., circumstances where if a less restrictive intervention were not immediately effective it could result in death or other serious physical injury such as if the student were running directly into a street with moving cars). In cases where a life-threatening emergency situation is at risk of developing, but has not yet occurred, and when there is sufficient time, subject to the reasonable determination of Hubbard staff, staff must attempt less restrictive interventions before implementing physical restraint.
If there are multiple incidents of restraint within the same classroom or by the same staff member, the Education Director shall take appropriate steps to address the frequency of use.
Restraint shall be discontinued as soon as the imminent risk of serious physical harm or injury to self or others presented by the emergency situation has dissipated.
Hubbard staff will never require students to clean up bodily fluids or feces during or following an incident of restraint.
If a student who uses sign language or an augmentative mode of communication as his or her primary mode of communication is restrained, the student shall be permitted to have his or her hands free of physical restraint, unless doing so is not feasible in view of the threat posed.
During the physical restraint, the least amount of force that is reasonable and necessary, with consideration of the respective weights of the individuals involved, will be used to protect the student or others from the threatened injury.
When a restraint occurs, Hubbard will do everything it reasonably can do to notify verbally the parents of the student restrained on the day that the restraint occurs. The notification will include details of the behavior that led to the restraint.
Our district has worked closely with Hubbard since their inception. Hubbard was up against the odds with opening a new school at the height of the COVID-19 pandemic; however, they rose to the occasion. The Hubbard team is very clearly composed of a dedicated group of professionals, who put the needs of their students above all else. Their clear and consistent communication with parents and referring district have allowed for transparency and collaboration. It has been a pleasure to work with the Hubbard team and I hope to continue that relationship for years to come in an effort to support our students.