49-10-1302 - Purpose of part. - Tennessee Statutes

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Statutes > Tennessee > Title-49 > Chapter-10 > Part-13 > 49-10-1302

49-10-1302. Purpose of part.

The purposes of this part are:

(1) To ensure that every student receiving special education services is free from the unreasonable, unsafe and unwarranted uses of isolation and restraint practices;

(2) To encourage the use of positive behavioral interventions and support methods in schools;

(3) To develop properly trained staff in order to promote positive behavioral supports that reduce dependence on isolation and restraint practices; and

(4) To ensure that teachers of students receiving special education services are properly trained to protect the student, teacher and others from physical harm, if isolation or restraint is necessary.

[Acts 2008, ch. 1063, § 2.]

State Codes and Statutes

Statutes > Tennessee > Title-49 > Chapter-10 > Part-13 > 49-10-1302

49-10-1302. Purpose of part.

The purposes of this part are:

(1) To ensure that every student receiving special education services is free from the unreasonable, unsafe and unwarranted uses of isolation and restraint practices;

(2) To encourage the use of positive behavioral interventions and support methods in schools;

(3) To develop properly trained staff in order to promote positive behavioral supports that reduce dependence on isolation and restraint practices; and

(4) To ensure that teachers of students receiving special education services are properly trained to protect the student, teacher and others from physical harm, if isolation or restraint is necessary.

[Acts 2008, ch. 1063, § 2.]

State Codes and Statutes

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State Codes and Statutes

Statutes > Tennessee > Title-49 > Chapter-10 > Part-13 > 49-10-1302

49-10-1302. Purpose of part.

The purposes of this part are:

(1) To ensure that every student receiving special education services is free from the unreasonable, unsafe and unwarranted uses of isolation and restraint practices;

(2) To encourage the use of positive behavioral interventions and support methods in schools;

(3) To develop properly trained staff in order to promote positive behavioral supports that reduce dependence on isolation and restraint practices; and

(4) To ensure that teachers of students receiving special education services are properly trained to protect the student, teacher and others from physical harm, if isolation or restraint is necessary.

[Acts 2008, ch. 1063, § 2.]