Abuse in Special Education

Abuse in Special Educational Practice

ASEP can take on one (or more) of a plurality of forms (each with its own (set of indicators)) The forms of abuse found in Special Education and the indications that it is present is often not obvious. Probably, most abuse goes unnoticed, because it is hidden away from public awareness, covered up by staff, or it is simply not even considered as abuse (a lot of abuse is 'hidden' in this way) or not considered as serious (See Gracia 1995). As stated, much abuse is not considered as abuse but, rather as, standard classroom practice. It isn't standard classroom practice? No, it certainly is not! Practices which are abusive can often be unrecognised.

Even among teachers and other educators, the more subtle form of violence or abuse go unrecognized, misunderstood, and unfortunately ignored. Frequently, it is passed off with comments like "John is a strong disciplinarian" or "Mary needs to hold the line with that group." But it is time for us as educators to look at the role we play in verbal abuse.
James-Weagraff and Donaldson 1998

Such practice may take one or more of several forms (in no particular order):
• an event may happen to a disabled child/student which, if it occurred to a non-disabled person, would likely be seen as abusive (for example; placing a child in isolation in order to control her/his behaviour or using some form of physical restraint to limit their freedom of movement);
• for some children, having Special Educational Needs, a failure to provide good quality classroom care/practice may result in harm to their development, health, or well-being;
• a child may be denied access to a system that is normally in regular use, for a period of time (even if limited). This is often a form of abuse;
• deprivation of 'normal' items such as food, drink, comforters, equipment, personal belongings, access to events or places, leisure activities or items, etc.;
• limiting Learner communication or ignoring /neglecting repeated attempts to communicate;
• the use of age inappropriate language and materials when interacting with an Individual Learner;
• ignoring/overlooking requests for assistance/help;
• telling a Learner to "shut up" or to "be quiet" when they are distressed;
• attributing any behaviour that staff find challenging in a pejorative fashion when it may serve an altogether more positive purpose;
• no provision of choice;
• Not including the Learner in decisions that are of concern to the Learner her/him self;
• repeated provision of the same activity when the child has clearly already mastered the task;
• invasion of the Learner's personal space / manipulating a Learner's belongings (or physical being) without asking for her/his express permission to do so;
• removal / restrictions of Learner control with staff taking on this role on 'behalf of the individual'. (See the section on control, later this page);
• incorrect handling of a Learner's equipment. For example, pushing a manual wheelchair in a potentially dangerous manner;
• any failure to comply with the establishment's policies and procedures;
• other.
Please note, the above listing is not meant to be comprehensive. More forms of abuse are detailed below on this Web page.

Reading further might surprise you.

Comment On or Contribute towards this page

Scroll down the page until you almost reach the bottom. Just below the video section but above the Bibliography. There are details on how to make a contribution or you can just make a comment about this page. I really appreciate your feedback even if it isn't always positive!

Prevalence of Abuse

A number of weak and small-scale studies found that children with all types of disabilities are abused more often than children without disabilities. Studies show that rates of abuse among children with disabilities are variable, ranging from a low of 22 percent to a high of 70 percent (National Research Council, 2001). Although the studies found a wide range of abuse prevalence, when taken as a whole, they provide consistent evidence that there is a link between children with disabilities and abuse (Sobsey, 1994).

One in three children with an identified disability for which they receive special education services are victims of some type of maltreatment (i.e., either neglect, physical abuse, or sexual abuse) whereas one in 10 nondisabled children experience abuse. Children with any type of disability are 3.44 times more likely to be a victim of some type of abuse compared to children without disabilities. (Sullivan & Knutson, 2000).

Looking specifically at individuals with intellectual disabilities, they are 4 to 10 more times as likely to be victims of crime than others without disabilities (Sobsey, et al., 1995). One study found that children with intellectual disabilities were at twice the risk of physical and sexual abuse compared to children without disabilities (Crosse et. al., 1993).

Leigh Ann Davis (2011)

At least 1.25 million children in the United States experienced child maltreatment in 2005-2006 (Sedlak et al., 2010). Victims of child maltreatment are at high risk for a host of adverse shortand long-term outcomes, including chronic health problems, mental health issues, developmental delays, poor educational well-being, and future involvement with the criminal justice system. The injuries and adverse outcomes associated with child maltreatment underscore the importance of identifying effective and cost-effective prevention strategies.
Gelles and Perlman (2012)

The data suggests that at least 15% of females and 5% of males in England and Wales experience sexual abuse before the age of 16
Karsna and Kelly (2021)

Whatsoever the form, it is still all fruit. Whatsoever the justification, it is still abuse and must be treated as such.

I would speculate and generalise to believe that these figures are going to hold as approximately true, in any country, in any year (with allowances for local regulations and governance). Abuse comes in many forms but, whatever the form or how vigorously it is defended, it is still abuse and, it is or was never justifiable! What are the forms of abuse? (Please Note, the colour scheme utilised does not imply that green equates with go ahead, as in a traditional English traffic light system) : -

01 - Mild
02 - Moderate
03 - Severe

In each of the three Talksense Taxonomy classification categories above, abuse is further divisible into one or more of fifteen category subsections:

discriminatory; (discrimination against disability) (Grossman 2002)(Skiba et al 2008)
educational; (children classified as intellectually higher / lower than is the case. Denied access to relevant education. Failure in post-school preparation) (Jonson-Reid et al 2004)(Storey 2022)
emotional; (Conlee 1986)(McEachern et al 2008)(Maguire et al 2015)
exploitational; (Tharinger et al 1990) (Bajpai 2018)
financial; (Ridgway 2009)
legal; (Westcott & Jones 1997)
medical: health and welfare (including nutrition); (Fovargue, Keywood & Flynn 1999)
mental; (Seppälä et al 2021)
neglect and deprivation; (Skuse 1989)(Cohen & Warren 1990)
physical (including all forms of coercion / bullying);(Harris et al. 1996) (Ortega, González & Cabanillas 1997)(Foubert 1998) (Kaplan et al. 1998)(Cambridge 1999)
psychological; (Hart et al 1987)(Nesbit and Karagianis 1987)(Hadianfard 2014)
restrictive practices; (prevention of free movement, incarceration, prevention of progress, restriction of equitable access, restriction of choice); (Staffordshire County Council 1991)(Lyon 1994)(Harris 1996)(Brown H. 2003)
sexual; (Brown 1993)(Sorheim 1998)(Hendey and Pascall 1998)(Kvam 2000)
social; (Holland 2006)
verbal and written (from staff or other students. Including on-line abuse); (Khan & Khan 2014)(Al-Zboon et al 2016)

Mild Abuse

01 - Mild Abuse

not even considered as abuse by staff but as routine practice in Special Education classrooms;
would be justified by many as not a form of abuse but, rather of, established educational practice;
all abuse should be documented and an Action Plan raised to deal with / monitor the issue.
Has the issue that has been identified, been prevented? Checked? Slowed? Resolved?
Which staff have been given responsibility for the discharge and monitoring of the plan?
M was a teacher at a Special Education Establishment in Northern England. While on a field trip, M was pushing K in her wheelchair but, he was letting go and quickly clapping his hands once before taking hold of the of the wheelchair again. Unfortunately, while clapping, the wheelchair hit a rock and toppled injuring K badly. While the incident was unintentional and an accident and M was foolish, he was culpable of a potentially serious mistake. The incident could be treated as Mild Abuse (accidental, unintentional). Equally, it could be treated as Severe Abuse (irresponsible, dangerous). Which is it? K recovered completely and has no scarring. M was truly shocked by what he had done. He was extremely sorry and has never done anything like this again.
abuse is abuse and, these practices, should be taken seriously and, an Action Plan implemented such that they are immediately addressed.

Moderate Abuse

02 - Moderate Abuse

Anything preventing a person from communicating a particular word or phrase (temporarily)(less than one day) to stop being annoying. The temporary (less than a day) removal of any vocabulary from a Learner's communication system is an example of a Moderate form of Abuse.
The addition or modifications to vocabulary in a Learner's communication system, for the purpose of altering the Learner's ability to make negative comments or reactions is an example of Moderate Abuse.
Anything involved with the briefest cause of pain (less than 5 seconds);
Moderate Abuse has the potential to quickly become Severe Abuse if not checked and taken seriously by staff. Has an Action Plan been implemented? How is it to be reviewed? By whom? How often? When and where? What criteria are to be used to measure a positive outcome?

Severe Abuse is understood to be definable as:

03 - Severe Abuse
• Most people would recognise this as abusive behaviour on the part of staff if asked;
• It could take on, as in the Talksense Taxonomy above, one or more of the outlined forms, including (but not limited to):

Anything involved with the intentional cause of pain to the child is classified as severe physical abuse;
Anything involved with preventing a form of communication entirely to the child (for any time more than one day) is classified as severe emotional and mental abuse;
Anything involved with abusive remarks to or about (around, over, within earshot of) the person (whether they are able to comprehend the remark or not) is classified as severe psychological abuse;
Anything involved with inappropriate sexual activity (including but not limited to to) inappropriate embracing, fondling, touching of any individual (or more) student(s) is classified as severe sexual abuse;
Anything intentioned to elicit a negative reaction from the individual (including but not limited to ceasing a behaviour through the application of pain, crying, screaming, withdrawal);
Any form of neglect, negligence, indifference, intolerance, and or an empathetic attitude is missing.

What is shocking about the report released by the GAO( Government Accountability Office) is the fact that, nationwide, these disabled children are being harshly disciplined so that there have even been some deaths. For example, one child was held down by the teacher, finally died of suffocation. Other children are handcuffed, placed in restraints, exiled to time out rooms for hours at a time and ridiculed by their adult supervisors. The time out rooms were meant to serve as a place where a child can get some respite for a brief period while they regain self control. Instead, they are being locked into the room for several hours at a time.

Amazingly, there are no federal laws governing the behavior of these teachers. I am aware of one case that happened in Florida this past winter (2009) in which a teacher was sued by the family for child abuse but was found innocent and released.

Evidently, the Florida case is not unusual so that the accused teachers end up returning to their classrooms.

(https://www.mentalhelp.net/blogs/abuse-of-special-needs-children-in-our-public-schools)
(retrieved April 2020)

Examples of abuse of my daughter submitted by Mrs A (Hamps)

1. Removing words from her AAC device - the words removed were "mummy" as the said they didn't want her asking for me all day. (MILD)
and "something different" as she has to do what she was told at school and not ask to do something different! (MODERATE)
1b. Having the device removed completely when they wanted her to be quiet! Her twin (aged 6 at the time) said that would be like having his mouth taped shut at school. (SEVERE)
2. Tacpac (!) This involved touching parts of my child's body who was crying at the time with items like a sponge/metal whisk while saying "be quiet shshshsh") My child cried through the whole thing. NAME got hold of the items and threw them at the teacher who then got cross and told her off. This non consensual touching must be serious abuse surely?? (SEVERE)
3. Putting NAME in her wheelchair unevenly so she was in pain. (SEVERE)
4. Putting her afos on incorrectly causing damage to the skin (probably not trained on how to do it) (SEVERE)
5. Giving her no choice to get out of her walking frame / standing frame - this was always the teachers choice and they would have to stay in the device until the "end of the session". Not allowing her the choice to stand/sit as her body needed. Being left in one piece of equipment too long leaving pressure marks. (SEVERE)
6. Being left to scream until she stopped with no adult trying to find out why she was screaming (SEVERE)

Example of abuse of my sister submitted by Mrs S (Midlands England )

my sister tells of a cookery class in 1960s when they cooked beans on toast. My mother sent my sister with a very large tin of beans in case other children forgot. The teacher accused my sister of being 'greedy' and made her eat the whole tin!
My sister didn’t tell my mother, as she didn’t want to upset her

This is clearly a form of physical abuse (Moderate). It could also count as emotional and or psychological abuse depending upon the effect it had on Mrs S's sister (from what I understand, the experience didn't have any lasting effect). Depending upon the circumstances and, what was said, the teacher may have committed verbal abuse as well.

Examples of abuse of my son submitted by Mrs D (Australia) 

Really appreciate on what you are working Tony.
For my young students (including my son) the abuse is: -

not giving NAME a differentiated curriculum inside and outside; (MILD)
not giving NAME a place to go to during recess/ lunch even though he has nobody with whom to play; (MODERATE)
emotional. NAME needs sensory breaks on a regular basis within each lesson. However, depending on staffing sometimes NAME does not get a sensory break till the end of the day. Without his sensory breaks he becomes emotionally dysregulated and he is told that he needs to do better; (MODERATE)
mental. Sometimes the teaching staff provide NAME with differentiated work and sometimes they don't. He is tired of raising his hand and asking for the 'appropriate work'. If he does say its too hard the staff just tell him to spend his time drawing; (MILD)
psychological - NAME tells his mother about what happened in the classroom. However, when his mother approaches school about the incident they minimise his and NAME's concerns and question if his recount is a fantasy or reality; (MODERATE)
sexual - NAME wants to make friends. NAME's friend J tells him that if he goes and shows his penis to S, she will become his girlfriend. So he does; (SEVERE)
verbal - NAME is often called an 'Autistic dog', 'R*tard' by staff because he often makes mistakes and cannot learn what is being taught; (SEVERE)
.even though other students are being mean to him, staff just ignore this behaviour; (SEVERE)
general neglect; (SEVERE)

More Abuse

Last week, a Georgia principal went into a classroom in Conyers, Georgia, a small city east of Atlanta, and witnessed a literally unbelievable sight.

A 5-year-old African-American boy, a student in the special education program at the school, had been suspended by his belt from the top of the blackboard. According to the child's grandmother, the boy was screaming. The culprit wasn't some bully picking on a disabled child. According to news reports, the boy's teacher was punishing the boy for misbehavior. Worse, it wasn't the first time she had used this horrific, terrifying, method.
The school superintendent is recommending the dismissal of the teacher, a paraprofessional in the classroom, and another teacher.

The abuse should be shocking. How could something like this happen in 2016? Alas, I've spent the last few years researching and writing about the abuse of disabled children in school, and I'm sad to report that this kind of incident is pretty typical.

Despite decades of improvement in our special education practices, and the hard work of tens of thousands of fantastic teachers, the data is clear. Children with disabilities -- especially those who are black or brown -- remain terribly at risk for violence in schools.
While I've never heard of a child being hung by his belt from a blackboard, there are stories of children being handcuffed, locked in closets, knocked to the ground or taunted by the very professionals who are tasked with educating them. It happens because too many teachers value absolute compliance over tolerance for neurodiversity and atypical behaviors, and feel empowered to use coercive measures to enforce this cult of compliance.
David M. Perry
https://edition.cnn.com/2016/05/04/opinions/special-needs-child-mistreated-in-classroom-opinion-perry/index.html
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Parents use spy tech to expose abuse of special needs kids

Suspicious parents of special needs kids have recently taken advantage of advances in spy tech to plant wires on their children at school. The recordings have been used to expose abuse perpetrated by school officials; but also may raise privacy issues.

Stuart Chaifetz plays with his son Akian Chaifetz, 10, in the backyard of their home in Cherry Hill, N.J., April 25, 2012. Akian has special needs, as do the rest of the students in the class. Chaifetz sent his boy wired with spy tech to expose suspected abuse by Akian's teacher, something more and more parents of special needs kids have been doing.

Teachers hurled insults like "bastard," ''tard," ''damn dumb" and "a hippo in a ballerina suit." A bus driver threatened to slap one child, while a bus monitor told another, "Shut up, you little dog."

They were all special needs students, and their parents all learned about the verbal abuse the same way — by planting audio recorders on them before sending them off to school.
In cases around the country, suspicious parents have been taking advantage of convenient, inexpensive technology to tell them what children, because of their disabilities, are not able to express on their own. It's a practice that can help expose abuses, but it comes with some dangers.
This week, a father in Cherry Hill, N.J., posted on YouTube clips of secretly recorded audio that caught one adult calling his autistic 10-year-old son "a bastard." In less than three days, video got 1.2 million views, raising the prominence of the small movement. There have been at least nine similar cases across the U.S. since 2003.
"If a parent has any reason at all to suggest a child is being abused or mistreated, I strongly recommend that they do the same thing," said Wendy Fournier, president of the National Autism Association.

But George Giuliani, executive director of the National Association of Special Education Teachers and director of special education at Hofstra University in Hempstead, N.Y., says that while the documented mistreatment of children has been disturbing, secret recordings are a bad idea. They could, he said, violate the privacy rights of other children.
"We have to be careful that we're not sending our children in wired without knowing the legal issues," Giuliani said.
Stuart Chaifetz, the Cherry Hill father, said he began getting reports earlier in the school year that his 10-year-old son, Akian, was being violent.
Hitting teachers and throwing chairs were out of character for the boy, who is in a class with four other autistic children and speaks but has serious difficulty expressing himself. Chaifetz said he talked to school officials and had his son meet with a behaviorist. There was no explanation for the way Akian was acting.
"I just knew I had to find out what was happening there," he said. "My only option was to put a recorder there. I needed to hear what a normal day was like in there."
On the recording, he heard his son being insulted — and crying at one point.
He shared the audio with school district officials. The superintendent said in a statement that "the individuals who are heard on the recording raising their voices and inappropriately addressing children no longer work in the district."
Since taking the story public, Chaifetz, who has run unsuccessfully for the school board in Cherry Hill and once went on a hunger strike to protest special-education funding cuts, said he has received thousands of emails.
At least a few dozen of those he has had a chance to read have been from parents asking for advice about investigating alleged mistreatment of their children.
It's easy, he tells them.
"It was a simple $30 digital audio recorder. I just put it in the kid's pocket," he said. "Unless they're looking for it, they're not going to find it."
With more parents taking such action, he said, fewer educators may get out of line with the way they treat students who cannot speak up for themselves.
"For the tiny percentage of teachers that do it, I hope that they live in fear every day that a kid's going to walk in with a recorder," he said.
He gives just one caveat: "Make sure it's legal in your state."
Laws on audio recordings vary by state, but in most of the U.S., including New Jersey, recordings can generally be made legally if one party gives consent. Over the past decade, courts in New York and Wisconsin have ruled that recordings made secretly on school buses were legal, finding that there is a diminished expectation of privacy for drivers on the bus.
The recordings have led to firings in several states, criminal convictions of bus employees in Wisconsin and New York, and legal settlements worth hundreds of thousands of dollars in Ohio and Missouri.
Even if it is found to be legal, the recording could have a chilling effect on classrooms, says Giuliani, of the special-education teachers' group. Teachers could worry that every one of their words could be monitored. And a recording could be edited to distort the teachers' meaning.
He said that the rise of the secret recordings suggests it's time to discuss a way to make sure the most vulnerable children are not being mistreated in a more formal way.
"In classrooms where children are nonverbal, unable to communicate, defenseless," he said, "we should start to have a discussion of whether cameras in the classroom are necessary."
The Christian Science Monitor, April 26th 2012
https://www.csmonitor.com/The-Culture/Family/2012/0426/Parents-use-spy-tech-to-expose-abuse-of-special-needs-kids

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Children with disabilities suffer ‘severe neglect and abuse’ in Australian schools
A third of all children with disability have been restrained or secluded at school while half have been bullied in the past year, according to a government-funded report that reveals “severe neglect and abuse” of young people and calls for “special schools” to be phased out.The report, released by Children And Young People With Disability Australia (CYDA) on Monday, collated the experiences of more than 500 students and their families from a national survey. Families reported cases including an 11-year-old child with a disability being suicidal, another under 12 hiding from school bullies in a rubbish bin, and a child between seven and nine years old who was “left briefly in a hot school taxi and felt scared that he couldn’t get out”.

Mary Sayers, the CYDA chief executive, said the report uncovered children with disabilities were regularly bullied by other students, and at times by school staff, as well as the common use of restrictive practices. “The overarching message we have from the survey is that there is severe abuse and neglect of students with disability in school,” she told Guardian Australia. Nearly half (48.2%) of students with disability experienced bullying at school in the past year, including 9.1% who said school staff had been the bullies.
The use of restraints and seclusion was reported by nearly a third of respondents (30%). Most commonly, students were physically restrained, but a small number of families also reported the use of chemical restraints. About one in five children with a disability had been placed in seclusion, such as solitary confinement with and without supervision in a room, classroom or staff office. “Often schools we hear are using this as a behaviour management technique, rather than actually looking at, well, ‘What would it take to have this child included in the classroom?” Sayers told Guardian Australia. “What it points to is that schools need to really be committed to inclusive education.” In 2015, news that schools in Canberra were using metal cages to detain students with autism provoked national outrage. The report found 40% of students with disabilities had been excluded from events or activities, while 15.5% of students who attended a mainstream school said they were separated from peers in a special unit, either permanently or at times.In addition, about 15% of students with disabilities had been suspended from school and 12.5% of parents said their children been refused enrolment, the survey found. One family of a young child in rural Western Australia told the survey: “I applied to 36 schools in WA, have attended four, which two have removed him and three would not meet his needs and assaulted him.”
Another said their child had been suspended 60 out of 150 days in the first three terms last year. Sayers called for the government to adopt a national inclusive education plan that would phase out special schools and separated classrooms/units within mainstream schools.
The Guardian (2019)
https://www.theguardian.com/society/2019/oct/28/children-with-disabilities-suffer-severe-neglect-and-abuse-in-australian-schools

Emotional Abuse

Hyman and Snook’s (1999) research indicated that 50%–60% of people report that they have had at least one school-related experience that caused them psychological trauma. These emotional attacks can be in the form of verbal and nonverbal interactions, discriminating behaviors, grading practices, and treatment of exceptional children (Nesbit & Philpott, 2002). The assaults can result in students acting out and demonstrating rebellious behavior, anxiety, school phobia,social distancing from peers, loss of motivation, an unhappy or depressed appearance, and academic difficulties (Hyman & Perone, 1998). Not all teachers emotionally abuse children, and the majority of teachers establish positive relationships with students that support academic achievement. However, some teachers, often unaware of the impact of their behavior on students, psychologically maltreat them (Nesbit & Philpott, 2002; Shumba, 2002).
McEachern et al 2008

While not all teachers are emotionally abusive, there are some who are, and this can have a lasting effect on vulnerable children (McEachern et al 2008). Often, school is the first place where people experience emotional abuse (Nesbit & Philpott, 2002). Emotionally abusive practice by teachers is typically denied; as with other types of abuse, other teachers on the staff may espouse a (wrong) belief that their colleague is not capable of such abuse (Skinner, 2001).

What constitutes 'emotional abuse'? The following list, while attempting to cover as many aspects of the subject as possible, does not claim to be comprehensive. Emotional Abuse can entail:
• verbal abuse (see section below);
• intimidation or threats (of any of the items in this list)(the Learner is really scared of what might happen);
• physical abuse (all physical abuse has the potential to have an emotional effect which can be long lasting beyond the period of the originating abuse);
• a punishment (that is seen as unfair, overly harsh, or just not appropriate in relation to the event for which it was given);
• perceived discrimination - unfair treatment based on sex, religion, race, disabling condition or, any other Learner attribute. Sexist, racist, religious discrimination or any other discriminatory action unfairly applied of which the Learner is aware;
• differential treatment from others in the same group (peers, class members, family members, etc.);
• deprivation (the Learner is prevented from a course of action granted to others)(including economic, educational; sexual, love and affection, and all other forms of deprivation);
• exclusion (the Learner is continually excluded from activities others are freely accessing);
• exploitation (particularly sexual but also including financial or legal matters);
• prevention of friendships;
• controlling or coercive behaviour from another person (family member, partner, colleague, teacher, carer, other);
• trauma or anything perceived as traumatic by the Learner;
• forcing a person to do something for which they are ill prepared;
• making a person responsible for something not commensurate with their age;
• being ignored (silence as a non-response to a Learner can be particularly abusive);
• always being put down. Abusive remarks about appearance, attitude, and work;
• informing a person that they are not allowed to have their own opinions;
• making a person feel isolated, like they do not belong;
• placing a person in situations that are potentially harmful;
• humiliating a person in front of peers;
• making a person feel like a failure, no matter how much they are trying;
• making a person feel like a failure by setting too high a standard;

Emotional abuse can have some serious consequences • • •

These researchers reported on the psychologically harmful effect this abuse had on students. For example, one teacher in their study had emotionally abused 17 students in his class. These students exhibited symptoms of low self-esteem, excessive worrying about classroom performance, fear of teachers, school avoidance, physical symptoms (e.g., headaches and stomachaches), sleep disturbances, excessive crying and depression, and withdrawal behavior.
McEachern et al 2008

Emotional abuse is one of the hardest forms of abuse to recognize. It can be subtle and insidious or overt and manipulative. Either way, it chips away at the victim's self-esteem and they begin to doubt their perceptions and reality. The underlying goal of emotional abuse is to control the victim by discrediting, isolating, and silencing.
Gordon 2020

Emotional abuse can be ongoing (throughout the student’s academic career) or one isolated incident. Any teacher is capable of a single, isolated instance of negative emotional reactions toward an unruly or disruptive child when s/he is tired or stressed (Briggs & Hawkins, 1997; O’Hagan, 1995), which potentially can have a negative impact. However, the key aspect of emotional abuse is its continuous, repetitive, and sustained nature (Nesbit & Philpott, 2002; O’Hagan, 1993).

How then, should we define Emotional Abuse, if one isolated incident is not to be included? Surely, an isolated incident can be Classified as Emotional Abuse if it is so traumatic that it has a lasting and psychological effect on the person in receipt of the abuse(hereafter known as 'the victim') . The intensity of the trauma has to be that which is perceived by 'the victim' and not that which was the intent (deliberate or otherwise) of the perpetrator. The perpetrator may have had an uncharacteristic single isolated event for which s/he was truly regretful afterwards but, if that event was so traumatising to the victim that it had a serious and long lasting effect which was psychologically harmful, the victim was undeniably Emotionally Abused. As such, the 'Talksense' definition of Emotional Abuse is:

A traumatic event, or (normally) series of events, (intentionally or unintentionally) caused by a person(the perpetrator) for which there is a resulting long lasting, and serious psychological harm to another person (the victim).

Of course, it is possible that there is more than one perpetrator (as in some cases of online cyber bullying). If so, the definition should be adjusted accordingly. It is also possible that there will be a plurality of victims (although less likely). Again, if so, the definition should be adjusted to reflect this position.

Verbal Abuse and Age Appropriateness

While it is obvious that staff shouting or swearing at pupils / students is abusive, there are other forms of verbal abuse including (but not limited to):
• the use of age inappropriate language;
• the use of sexually inappropriate language;
• racial slurs;
• name calling (for example, "you're a dirty swine" or worse);
• verbal belittlement;
• silence (ignoring the Learner. Silent verbal abuse);
• criticising the Learner;
• threatening the Learner;
• gaslighting the Learner;
• humiliating the Learner;
• shaming the Learner;
• mocking the Learner;
• ridiculing the Learner;
• laughing at the Learner;
• harassing the Learner;
• teasing the Learner;
• taunting the Learner;
• blaming and judging the Learner unfairly;
• using language at a level that is beyond the comprehension of the Learner(s);
• failure to use a communication methodology commensurate with the Learner needs;
• peer to peer verbal abuse;
If you have ever experienced any of the above abuse, you will realise just how hurtful it can be. Imagine, then, how a vulnerable young person must feel after experiencing such abuse. If you ever hear a member of staff using such language with a pupil / student, no matter how mild the form, it is important that you inform them of their wrongdoing (take them aside and tell them quietly and calmly out of the earshot of others, otherwise you'll be guilty of verbal abuse yourself!). Of course, many teachers will deny that they are using such forms of verbal abuse. However,

The truth is that there are many levels of verbal abuse and some are quite subtle. We might not even consider some incidents to be abusive and yet how many of us have used or heard sarcastic statements or humor directed at students? There is sometimes an ignorance of how subtle abuse is used by educators. (Donaldson, 1998). Educators do not rank their sites as abusive yet daily sarcasm and belittling is used to control student behavior.
James-Weagraff and Donaldson 1998

Remember verbal abuse can be blatant or it can be very subtle. Again, as educators we tend to use a subtle form of abuse and, many times are not even aware that we are doing it. We forget that a critical comment, a belittling statement, subtle put-down is something we say and rarely remember but, it stays with the youngster, sometimes for life. Our sarcasm many times has a sharp edge to it that is very hurtful to our students. It is a form of purposeful intimidation and it really becomes a habit.
James-Weagraff and Donaldson 1998

Sarah has Down syndrome. She is in a general education classroom with a full-time teacher’s aide. At times, her teacher gets frustrated with her behavior. The teacher will speak to Sarah in a curt tone, is very impatient, and frequently yells at Sarah when she takes too long to complete her work. Once she told the class that they had to wait for “slow Sarah” before they could go to recess. Sarah feels uncomfortable when the teacher makes these comments.
McEachern et al 2008

Verbal abuse is a learned behaviour and, it, not only happens, but it is supported in most classrooms (James-Weagraff & Donaldson 1998). Most probably, even yours! You may deny it but, remember, it can be extremely subtle, it doesn't have to be blatant. It is more likely to happen when you are:
• (feeling) stressed Oh no. Ofsted are coming. You are to be inspected!;
• challenged (by another member of staff);
• challenged (by a pupil / student);
• threatened;
• emotional;
• tired;
• unwell;
• uncertain. Needing to feel in control at all times;
• relatively new in the position without assistance;
• unskilled / untrained (and, to some extent, unsupervised in your role);
• a victim of (verbal) abuse yourself (or have been);
• immature not taking the role seriously);

Given that we all (and other staff) have been in, at least, one or more of those states, at some point, in the not-too-distant-past, it is important that we take steps to ensure that our classroom/school/college is S.A.F.E. (Safe Abuse Free Environment). The necessary steps include (but are not limited to):
• setting a standard for all staff - pupil (and peer to peer) interaction;
• creating a Policy & Procedure document which details the standard (reviewed annually);
• discussing and training all staff in the implementation of the standard;
• ensuring that all staff are adequately trained to deal with behaviour that others
might find challenging.
• ensuring your establishment sets a positive climate for teaching and relating to Learners;
• modelling good practice in teacher - Learner interactions;
• not reacting aggressively (to verbal abuse). It will only make the abuser(s) more defensive. Recognise (and state) that they appear stressed. At a calm moment, ask if you can help. Then:
• Using non inflammatory language, explain your position calmly and inclusively,
"Jenny, we've worked with each other a long time. I have really enjoyed working together.
I would like to talk about •••"
• making use of "I •••" statements, avoiding (if possible) "you •••" sentence structures.
Thus, placing the emphasis on yourself and not (confrontationally) on the Learner.
• being aware of your language use;
• ensuring Learner comprehension of language (or communication system in use);
• reviewing your language use (watching a video playback of your teaching session);
• mentoring new staff;
• providing support for staff under stress (or are ill or, of whom you are concerned);
• monitoring other staff. Making them aware if their actions fall short of the given standard;
• pointing out a particular concern and ensuring it is specific, giving the exact language
about which you are concerned (not in a critical manner rather), making it instructional.

"I think you need to be more understanding of the strains teachers are under. All teachers are flawed and we have all been in situations where we wish we had reacted differently. That is not an excuse for outright abuse though".

This is Mrs S's comments on reading the above listing. She is right, of course, I am guilty as charged myself, although I was never deliberately or consciously abusive. However, that is not an excuse for any 'verbally abusive practice' that I may have delivered (unawaringly) in my classroom. I should have been aware of the above listing and, then, I could have changed my classroom practice accordingly. Knowing, in advance, the list, is half the battle. I would have been much more mindful of the things that I said when interacting with my students! McEachern et al (2008) actually are in agreement when they state:

Emotional abuse can be ongoing (throughout the student’s academic career) or one isolated incident. However, any teacher, the same as any parent or caregiver, is capable of a single, isolated instance of negative emotional reactions toward a child when he or she is tired or stressed (Briggs & Hawkins, 1997; O’Hagan, 1995), which potentially can have a negative impact. However, the key aspect of emotional abuse is its continuous, repetitive, and sustained nature (Nesbit & Philpott, 2002; O’Hagan, 1993).

Sticks and stones may break my bones but words can never hurt me? Many of us were taught this lesson as young people and may even have found ourselves passing it on to our own children. This well intentioned teaching may be about helping people be resilient to name-calling and hurtful words by others. At the heart of it, however, these words send a dangerous and mixed message about the reality of verbal abuse and the impact on intimate relationships. In her book, The Verbally Abusive Relationship, author Patricia Evans reminds us that verbal abuse is a kind of battering – and that while words don’t leave visible scars, the pain of verbal abuse is deep, long-lasting and recovery can be very challenging.
In addition to name-calling, verbally abusive relationships include more subtle and insidious forms of abuse, including withholding, taunting, accusing, belittling, lying, put-downs, abuse disguised as jokes, yelling and raging. Verbally abusive relationships include the misuse of power or what Evans calls “Power Over,” which refers to behaviors and words that disempower, disrespect or devalue one’s partner.
(Pace 2013)

Preference Not Deference: words on age-appropriateness

While age-appropriateness and developmental appropriateness are both important concerns, maybe we should concentrate more on what is ‘person-appropriate' (Smith, 1996, page 79).

... stating that of course the chronological age of a person is one of the aspects of the person to be addressed in our education and care. However, we must not allow this issue to become paramount over the need to give regard to where the person is ‘at’ developmentally, psychologically, emotionally and communicatively. Additionally, people of whatever age can want or need physical stimulation and support. (Hewett, 2007, page 121)

The storytelling has generated much discussion on what is age-appropriate material - for example, at what age, if any, do fairy tales become inappropriate? (Birch et al., 2000, page 4)

A principle operating in services throughout Australia, the UK, and the USA is that of age-appropriateness. The principle of age-appropriateness is widespread throughout government policy and non-government practice guidelines, but the exact meaning of the term is rarely defined. It is commonly assumed to mean activities and approaches commensurate with an individual’s chronological age. Dress, furnishing, object selection, and the style of interactions, are all supposed to be age-appropriate, according to many policies. However, when this principle is applied to people with profound intellectual and multiple disabilities, I argue that instead of promoting a good life, the principle contributes to practices that compromise individuals’ health, well-being, quality of life, and their human rights. (Forster, 2010, page 129)

My guess is that everyone reading this webpage has something they like which is not particularly age appropriate. For example, I must admit to both watching and enjoying 'Sponge Bob Square Pants' from time to time. A friend (over 21) admits to taking a pink rabbit with her to bed. The issue is that we chose to like these things, they are our preferences. We did not defer to some other person's choice on our behalf (deference). Had I been taught Mandarin by using Sponge Bob when I had never seen him before or had my friend been lectured on the curriculum in special education by use of a pink rabbit then we might have questioned the (age) appropriateness of such approaches. Actually, while working in Taiwan and trying to learn some Mandarin, I did watch children's cartoons because I thought that the language might be simpler for me to understand. However, again, it was by choice and my preference. There have been several studies and many papers concerning the use of dolls as therapy with older people with dementia that highlight the positive outcomes of such an approach and which reflect and reinforce the notions made in the quote by Forster above (for a review of doll therapy see Turner and Shepherd 2010). However, the dolls are not imposed on the individuals. Indeed, Ellingford et al. (2007) argue that dolls should be introduced indirectly by leaving dolls in communal areas and on chairs, to allow for freedom of choice and free interaction.

In relation to Special Education practice therefore, items used should relate to Learner preference and Learners should not have to defer to another's choice that is not age appropriate. Thus, a reward provided to young adult might involve a doll (as in the cartoon) if that person has a preference for dolls. If dolls are this particular Learner's B.E.S.T. (Best Ever Stimulating Thing), their use in any program of tuition might help to captivate and engage the Learner in the process. B.E.S.T. practice, by definition, is highly motivating and may therefore be used within Special Education Classrooms without fear of accusations of age inappropriateness (although some unenlightened individuals might claim otherwise! It is Learner preference and not Learner deference that makes all the difference between an non-abusive and an abusive approach respectively to teaching and learning).

Thus, toys (and other such items) can be age-appropriate (only) when used within B.E.S.T. practice (Preference not Deference). BEST practice is great practice and is age-appropriate.

BEST Practice
What is BEST practice? BEST stands for Best Ever Stimulating Thing(s).
What is it the the Learner loves? Is it sweets/candy? Is it a particular game, a TV programme, a particular person? In other words, what is the Best Ever Stimulating Thing for a particular individual? What is your BEST? Is it money? For what 'thing' would you work? What Is the one thing that would motivate you to decide to work with me? Everyone has a BEST. If I offered you a lot of money, would you work for me? You would? Money might be one of your BESTs. It is possible to have several BESTs, although most people typically have just one. The one thing for which you would do almost anything. One thing that would motivate you into action. Learners have BESTs also! You can use a BEST to motivate learning. Of course, you will have to discover the BESTs for each of your own Learners. Let's start working with a particular Learner's BEST as her/his motivator. Here is another acronym that I will be using to explain BEST practice to you.

POLE = Person Object Location Event

The BEST thing for a Learner will be a POLE. POLE is an acronym for Person, Object, Location, or Event.

If we can place a tangible POLE at the end of a Learner action (For example: provide the Learner with a POLE as a result of a request using an Augmentative Communication system or activating a switch) then we have a way of moving forward with her/his learning. Not just any sort of POLE! What sort of POLE? Well, a BEST POLE of course. A POLE might be a favourite toy (an Object). It might be Mum (a Person). It might be the computer room (a Location) or it might be going swimming (an Event). Whatever is the Learner's BEST POLE, it can be used as a part of BEST practice to help you to motivate your Learner's learning. Do you understand the basic concept of 'BEST practice' now? There is a lot more to it, of course but, you have the basic principle. More details of BEST practice can be found here. Scroll down the page until you reach the 'BEST practice' section.

BUT my Learner hasn't got a BEST!
Please, don't say that. Yes, he has! You just haven't found it yet. For a few Learners, BESTs are hard to find. However, there is something that will motivate your Learner. Talk to parents, friends, other members of staff, old school staff. Do they have any suggestions? Keep searching. Don't give up. There is a Learner BEST, it's just difficult to discover! So, please do not say that a Learner is not motivated by anything at all! Yes, she is! It is just that, with some individuals, the BEST may be extremely difficult to uncover. I remember a school that told me they had thought a particular Learner was not motivated by anything until, one day, a group of musicians came to the school and, this young man was sitting near to the tuba player. Every time he played, the young man's face lit up. It was a certain frequency of sounds that was motivating and, proved to be his BEST. Talk to Significant Others (friends and family) first - they are likely to know things that may be motivating or, at least, they may suggest a possible avenue of investigation. I am always concerned when a Learner is self-harming as a form of stimulation. Trying to discover something that is more motivating than poking your own eyes, or slapping your own face, or biting yourself (and other such concerning 'behaviours') is always going to be difficult. Thus, don't say, "This Learner isn't motivated by anything", rather state more positively, "We haven't yet discovered what motivates this Learner, but we are still trying". There will be something, it just may not be obvious!

How on earth, do you use Mum as a BEST? I can't put Mum at the end of a switch.
Yes, you can! Be creative. Think outside of the box. If you can't use the real thing, what about a video of Mum? Or a recording of Mum's voice encouraging the Learner by name? Perhaps, just a few photographs of Mum will act as a BEST? What works for your Learner? When Mum comes to school, ask if she would not mind if you make a short video of her saying such things as "That's fantastic John" or "Well done John" etc. (Replace 'John' with your Learner's name, obviously!). Try to get Mum (or Dad or •••) involved in the BEST practice in your school/college. You can make a video of Mum play on a switch activation. Once successful, step it up for further progress. Families are usually very keen to be involved in helping their son/daughter/brother/sister. Make good use of this great resource! BEST practice is great practice! BEST practice is not abusive, even if you're making use of seemingly age inappropriate material. We know what's BEST, don't we? Preference not Deference!

If you have other questions, please use the form at the end of this page (above the Bibliography) and I will do my best to respond as soon as possible.

Remember ••• The BEST practice is non-abusive practice.

Medical Abuse

Abuse while in hospital

After suffering all manner of mental and physical abuse whilst in hospital from staff who could not understand me and often acted against my wishes, I realised it must be even worse for some individuals especially those experiencing Learning Difficulties. This from Mrs S.B. (Southern England) regarding her young daughter (identity protected) (submitted April 2022):

Imagine being unable to talk, walk, sit up by yourself,or see clearly. Then imagine being in pain. That's the reality for her;
Now imagine being in hospital for 2 full years;
Imagine being scared of what the medics are going to do next to you. Imagine fighting everything they want to do, even the things that won't hurt you, because you're not sure what will or won't hurt;
Imagine being left to scream in pain while they decide whether to intervene, and with what to intervene;
Imagine them not knowing what to do, so they do nothing. For years. Imagine being her, in that bed, waiting to see what would happen;
Imagine the sounds of the machines and the stale air. The sounds of other children you don't know shouting. Adults talking loudly by your bed while you're trying to sleep. Doors slamming, bright lights being shone in your eyes, people forcing medication into your mouth and down your tubes without your consent. You scream but they carry on doing it. It's for your own good, they say and they believe it. But when is it too much? When should they stop? When are they doing more harm than good? Can they even see it?
They see a body in a bed. A disabled body and a brain that doesn't work as well as theirs;
Whatever they believe to be true, is the truth;
She can scream and they say "maybe she's bored." Or "maybe she's hungry." They say she's anxious (probably!). They say she's grumpy. They say it's "sensory." They say she's spoilt. In fact, she was passing a kidney stone with no painkillers. She was fighting painful infections. She had a painful dislocated hip. She had undiagnosed dystonia. She had nerves malfunctioning in her gut so she couldn't eat. Her bladder didn't work. She had sepsis. She had pneumonia;
They always find out afterwards why she was screaming, eyes wide with terror, tears streaming;
What must she think of them?

I have been in hospital several times following my stroke (2020) which left me with a left hemiplegia and very poor communication ability. I am now terrified of going back into hospital because of my previous experiences. Being totally dependent on others for all of your care makes you feel very vulnerable. If others cannot understand you because your communication is very poor, the closeted world of the hospital ward room becomes a really frightening place to be. Staff can do almost anything that they want behind closed doors and you have no means to prevent such actions even if you are in more pain afterwards. Staff have emotionally, mentally, physically and psychologically abused me. I have complained formally many times. I need an advocate to be present (my wife fills this role) when staff are interacting with me. However, this is not seen as a right and my wife has been refused access on more than one occasion. Mental anguish results with me terrified of being put back into the same situation in hospital on yet another ward and suffering even more abuse. I identify with S.B.'s daughter. I have been there and had the experience. Abuse is real especially when it is claimed that it is for your own good. It rarely is!!

10 Good Reasons for Cameras in Special Education Classrooms

Cameras hold the ability to:
01. help to decrease / eliminate all abuse;
02. provide evidence of:

guilt or innocence of a staff member;
a need for staff training;
Action Plan implementation;
appropriate level of learning;
correct communication;
inclusive practice;
positive postural practice;
securely safeguarding student safety;
student satisfaction;
student abuse of other students;
student abuse of staff;
staff abuse of students (See Titheradge 2021).

03. capture Momentous Moments that reflect well on you and the Learner;
04. highlight where there is a need to be filled;
05. highlight staff shortage;
06. highlight best practice to show to other people;
07. be reassuring to parents / family / friends ;
08. potentially increase your chances of promotion / examination success;
09. demonstrate poor practice and help staff improve their own personal classroom practice;
10. increase income from new students.

What Are The Signs Of Abuse?

Child: -

refuses to go to school;
cries / screams when school is mentioned;
displays sudden changes in behaviour;
shows unusual behaviour;
has unexplained cuts, bruises, burn marks or other physical signs;
has restraining marks on arms or legs;
displays indications of genital interference;
comes home wet or soiled frequently;
comes home dishevelled and / or dirty;
tells stories of abuse / strange happenings (if able);
reverts to an earlier stage of development (e.g. sucks thumb);
sits and rocks back and forth;
develops self harm practices;
shows distress on seeing you immediately after school;
is withdrawn or unusually uncooperative;
is reported as underachieving at school, being aggressive, or not his / her usual self;
attempts to run away / escape the situation (if possible);
displays new sexual behaviours;
has blood on body or on clothes;
arrives home in new clothes frequently without satisfactory explanation;
desperately seeks affection;
fails to gain weight or has a sudden lack of appetite;
has nightmares;
begins bed wetting;
opting to wear clothes which cover up the body.

What should you do if you think that your child is being abused?

Record the evidence of your suspicions. Doing nothing is not a good option. Take a video. Take photographs. Keep a written log with dates. Get a friend to act as a witness.;
Talk to your child and let her / him know that everything is going to be fine. You are looking into the issue and it was not their fault. You are on their side.
Inform the school of your suspicions. Contact the police. The school is likely to be resistant to your suspicions. Ask for a complete investigation anyway. Contact Social Services, NSPCC, Child Care Services, your doctor, your local safeguarding team;
A child has a right to be safe and be protected from forms of abuse and neglect. Keeping your child safe is equally the responsibility of everyone concerned . It is better to help your child as early as possible, before issues escalate and get out of your control. A child is best supported and protected when there is a coordinated response from all relevant agencies. Don't allow other considerations, like the fear of damaging reputations, get in your way of protecting your child from abuse and or neglect. If you think that referral to children’s social care is necessary, you should view it as the beginning of a process of inquiry, not as an accusation of guilt.

Make Momentous Moments Meaningful

There comes a point in any Learner's life, where they do / achieve something that is outstanding (for them). While it may be insignificant for another pupil / student, it is a 'Momentous Moment' for this particular individual (See Penninga 2021). Something that is remarkable and a significant step forward for the person. Such Momentous Moments should not be let just slip by (to do so is educational abuse), they must be captured and recorded such that others will believe you (one reason for having video cameras in classrooms).

"Susie did what?! She never did. I don't believe you. You're talking about our Susan Smith, aren't you? That's incredible. That's unbelievable! No way!"

Don't let Momentous Moments go unnoticed, unrecognised and, unrecorded. Ensure all staff are aware of the importance of capturing such an unusual unique event in the life of this individual.

Annual Academic Abuse Action Assessment and Audit.

In order to demonstrate that your school, college, centre, or other establishment is providing an abuse free environment examine the following Abuse Audit checklist.

Note: 'Staff' is inclusive of supply teachers, volunteers, visitors, and all persons on the school / college campus.

Do you provide any of the following:

• Annual Audit and Assessment;
• Abuse Policy & Procedure documentation (updated annually)(See Hill & Clarkson 1997);
• An Abuse Action Authority nominated staff member (trained and with full authority to oversee all abuse matters) who is known to all staff & reports regularly to the Governors;
• Video cameras in each area of staff contact with students (See earlier this page)(Clark & Orman 2018);
• An Abuse Action Plan (AAP);
• Nominated staff members for each Abuse Action Plan supervision;
•  AAP sign off;
• A Personal Tutor (PT) for each student meeting at least once every week (See, for example, McFarlane 2016);
• A Student Advocate (SA)(different to the Personal Tutor)(See Cohen 2009);
• A named Governor for safeguarding and Student Protection;
• Governor training in safeguarding and Student Protection (all governors are responsible for monitoring this area);
• Peer Support Scheme (See ChildLine and Carpentieri 2005);
• Play Therapy Sessions (where appropriate) (See Porter et al 2009);
• Termly meeting(s) between Student (where appropriate), PT, SA, Parents / Carers and external agencies (as necessary);
• On-line Momentous Moments Memorandum (Earlier this page);
• Post-school provision in place from 12 years of age (at least);
• An official Accident Record Book;
• A limit to unsupervised solo staff student interactions;
• Background checks on all staff;
•  Buildings Entry Security Technology (preferably single point of entry);
• Checks on non-staff visitations at point of entry (time of arrival & departure, Reason for visit, staff contact, etc.);
• Security tags for all visitors (for security see Durodie 2016);
• Security Staff (armed where appropriate);
• Annual Staff training on Abuse Action and all aspects of establishment security);
• Student Stranger Awareness Practice Learner Education (StAPLE);
• Staff discipline record;
• Information to parents of all incidents of child seclusion and other 'disciplinary' actions;
•  A complaints procedure, which is easily available to parents and carers;
• A safe environment (in which staff can raise an abuse issue without fear of reprisals);
•  A clear confidentiality policy which everyone is aware of and understands;
• A discipline journal documenting all incidents of child disciplinary action;
• Anti-bullying measures (peer to peer abuse)(including cyber bullying and abuse);
• Public Tannoy system to communicate with all areas;
• Perimeter breach class secretive warning system (eg. (calmly over tannoy system ) "will Mr. Archer report to the school office immediately". The secret message should be changed annually);

Taking (away) control

I have long been an advocate of the theory that the goal of Special Education is the provision of (Learner) control. The goal is control.

"There is a real danger that any sense of the identity of a person with learning difficulties is subsumed beneath a prevailing desire to label, to pigeon-hole, to file and thereby to control."
(Gray and Ridden 1999)

"People with disabilities are more visible and more vocal than ever before, and they are increasingly demanding more control and choice in their lives."
(Field, Martin, Miller, Ward, & Wehmeyer 1998 page 11)

"Students become empowered by taking control of their own learning."
(Sutcliffe 1990 page 13)

"Good quality support is to do with giving people power."
(Virginia Moffat 1996 page 37)

"a high quality of life is one in which people receive individually tailored support to become full participants in the life of the community, develop skills and independence, be given appropriate choice and control over their lives, be treated with respect in a safe and secure environment”.
(Emerson et al 1996)

"Empowerment occurs when control, or power, is passed to an individual or group. In rehabilitation, medicine, social work, psychology, education, and many allied disciplines, it is gradually becoming recognized that the healthiest and most effective individuals have personal control and make decisions for themselves with advice and input from others. The belief here is that, for best results overall, final decisions should be made by the individuals who are most closely affected by the decisions."
(Brown and Brown 2003 page 227)

"Independence for this specific group of children means providing them with the opportunity to exercise more control over their own existence, over their environment and over the things that happen to each individual child." (van der Putten, 2005, page 49)

"... with profound multiple disabilities, because of their prevailing disabilities, are totally dependent on their direct support persons in all daily tasks. Therefore, activities offered to children with PMD should be aimed at enhancing their independence and control over their own lives." (Van der Putten et al, 2005b)

"Choice can be viewed as a key component of empowerment where individuals maintain control over their own lives and as such increase their ability to influence their future goals and ideals." (Bradley 2012)

Generally speaking, the more independent people are and the less external control they receive from others, the more satisfied they are (higher quality of life) (See Legault 1992).Thus, a fundamental goal of all special education should be equipping Learners to live as independent a life as possible. Taking away Learner control, by any means, even for a short time, is a serious form of abuse. This has long been recognised:

"... citizens with a mental retardation have a right to receive such individual habilitation as will give each of them a realistic opportunity to lead a more useful and meaningful life and to return to society." (Bannerman, Sheldon, Sherman, & Harchik 1990)

"even children with profound learning difficulties , given suitable conditions provided by modern technology, can make choices; in this case between sounds, voices, and rhymes provided on speakers. Moreover, they show enjoyment while so occupied and are motivated to further choice making. At the beginning of this chapter, the opinion was expressed that every step on the way to having more control over our lives is worth taking. In the case of these children, opportunity to exert control, however limited, appears to be leading to increased motivation and increasing self-regulation." (Beryl Smith 1994)(Page 5)

"From her work, Glenn (1987) suggests that if learners with PMLD are not given opportunities to act on their environment, because of their multiple difficulties, they will be severely restricted in their cognitive development." (Lacey 2015b)

In most countries, where post-school education is available for IEPMLD (Individuals Experiencing Profound and Multiple Learning Difficulties), only a limited period is available (typically one to three years) for study. In some places there is discrimination between what is available to young people who have no such learning disability and those who do: for example, an IEPMLD may only be funded in F.E. for a single year at a time whereas any other 'student' may be following a particular course that requires three or more years of work and funding. While such funding may be on some form of governmental 'loan' basis to be repaid as and when the student gains employment and reaches a specified salary level, why should an IEPMLD not be given the same access to funding on the same terms? Discrimination is a further form of serious abuse. While it is undoubtedly true that the funding required for an IEPMLD per annum is greater than that of a 'standard' student (if such a person exists) it only means there is more for the student to repay should the student obtain employment and achieve the threshold salary. While one law for one person and a different law for another is, by definition, discriminatory, some might reasonably argue that the standard student cannot access the amount of funding demanded by the IEPMLD curriculum and, thus, such a system actually favours the IEPMLD Learner.

Of course, by definition, an IEPMLD (post school age) is extremely unlikely to be following a vocational pathway nor is it at all likely that this Learner will be taking a higher academic route. What is the likely outcome for an IEPMLD following a course of post-school educational provision? Typically this will involve one or more of the following:

Living at home with family;
Living in specialist provision with 'round-the-clock' care and support;
Occasional periods of respite care;
Regular (or irregular) visits for therapy provision (Physiotherapy, occupational therapy, speech and language therapy, hydrotherapy, rebound therapy, other);
Regular (or irregular) visits for health and welfare support (nurse, doctor, clinic, hospital, consultant, psychologist, other);
Accessing specialist provision during the day provided by the local authority or a charity for a number of days during any week;
Supported access to the local community where provision can accommodate the specific requirements of the Individual;
Supported access to leisure activities where such provision can accommodate the specific requirements of the Individual;
Occasional variations on the above as the Individual 'transitions' through placements as a result of a change in circumstances, funding, health and welfare issues, etc.
Occasional variations on above as the individual moves locations (family may move home, Individual may go on a 'holiday' or have to go into hospital, a regular provision may no longer be available, etc.)
Funding for the above provided through private (family?), charitable, or official (governmental) sources.

Many years ago I began to use the term 'POSE' to refer to the 'Politics Of Special Education'. There is typically a current POSE in vogue in any country, each with (at least) a slight variation on that of others. Countries may look to the POSEs of others as a source of inspiration and guidance. Such POSEs evolve over time, with one superseding the previous incarnation and each is usually accompanied by its own form of acceptable 'politically correct' vernacular. However, whatever POSE happens to be fashionable, good educational practice tends to remain fairly constant: The underlying targets and objectives of the education of IEPMLD at Further Education (since the period when FE became available for this group of Learners) have always been a focus on preparation for future life. For TalkSense, that has long invoked an understanding that 'the Goal is Control'.

The Goal is Control does not relate to control of Learners by Significant Others (Family, teachers, Therapists, etc) but rather of control by Learners over:

Choice (choosing what to wear, what to eat and drink, where to go, what to do ...)
Others (letting others know what I want);
N-vironment (environment - having some independent control over the environment through the use of modern technology)
Timing (when to do something and for how long);
Routine (Controlling how often something is repeated for example);
Own Objectives (I set my own objectives they are not always selected for me by others in my 'best interest');
Leisure (This is what I like and this is how I like to do it).

Thus, the goal of further education, with reference to the IEPMLD, is to provide a learning environment that will promote the development of greater Learner control. A greater ability to control one's life is directly proportional to a higher quality of life (see the work of Michael Wehmeyer on self determinism and Learning Difficulty, for example). If we were to watch a film in which a person lacks control over each and every aspect of their life with all control being in the hands of an other (or others) then we would undoubtedly surmise it was a film about a totalitarian state, or a prisoner, or some equally undesirable and abusive situation. It is unlikely that it would be considered to be a good state of affairs if someone else decided when and what another can eat, when another must sleep and rise in the morning, what another will be allowed to wear, and what another may and may not do each and every day. Thus, the more control we can exert over what we do and how we do it is a primary factor in how we value our existence:

"... for we know that young people with disabilities who are more self-determined achieve better employment and independent living outcomes and report a higher quality of life." (Wehmeyer M.L. 2014, page 183)

Taking away Learner control is Severe Abuse. Denying a Learner the right to exert control is also an example of Severe Abuse.

It should be noted that Wehmeyer does not see self-determinism as equating with control (see for example: https://www.youtube.com/watch?v=l5-IxjBA0TQ )

"Self-determined people are, in essence, actors in their own lives, rather than being acted upon." (Wehmeyer & Abery 2013, page 399)

Wehmeyer sees self determinism as something more specific than control although, I think he would agree it is a fundamental feature such that, while a person can be said to possess self-determinism but not be fully in control, it could never be said that a person could be fully in control without possessing self-determinism. It would not serve any purpose to go into a debate here on semantics. However, if we accept Wehmeyer's assertion that self-determinism is something different from that of control, it does not follow that the goal is altered: The goal remains control. Then, in order to move towards the goal, we must necessarily see self-determinism as a milestone marking a significant achievement along the route. Will control ever be a feature of the life of an IEPMLD? Almost by definition, a person having such a level of control could not be classified as experiencing PMLD. However, simply because the goal is lofty does not make it inappropriate; it remains something towards which we should continue to strive, constantly improving the quality of life for those individuals experiencing significant learning difficulties.

Control should not be confused with an ability to do it yourself which, for perhaps a large number of IEPMLD, may not be possible because of associated physical disabilities (to cite just one reason):

"When self-determination is interpreted strictly to mean ‘doing it yourself’, there is an obvious problem for people with significant disabilities,many of whom may have limits to the number and types of activities they can perform independently."
Michael Wehmeyer (1998 page 65)

Control can mean pointing out to others (by any means available) what is wanted such that the 'others' act, at your behest, on your behalf, rather than acting in what they assume to be in the best interest of the individual, or in the interests of some externally imposed curriculum or agenda.

The promotion of control in young people with disabilities should be seen as best practice in both secondary education, further education, and any transitional service (Field, Martin, Miller, Ward, & Wehmeyer, 1998; Wehmeyer, Abery, Mithaug, & Stancliffe, 2003; Wehmeyer et al., 2007). The development of control may be viewed as best practice because it is directly related to:

the attainment of enhanced academic and transition outcomes (Fowler, Konrad, Walker, Test, & Wood, 2007; Konrad, Fowler, Walker, Test, & Wood, 2007; Lee, Wehmeyer, Soukup, & Palmer, 2010);
more positive employment and independent living (Martorell, Gutierrez-Recacha, Pereda, & Ayuso-Mateos, 2008; Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997);
improved recreation and leisure outcomes (McGuire & McDonnell, 2008);
greater quality of life and life satisfaction (Wehmeyer & Schwartz, 1998; Lachapelle et al., 2005; Shogren, Lopez, Wehmeyer, Little, & Pressgrove, 2006; Nota, Ferrari, Soresi, & Wehmeyer, 2007; Schalock and Verdugo 2002, 2012 );
less abuse (Chapple et al, 2005);

What does 'control' mean if we accept that it is the goal? In gradually relinquishing control to Learners staff need to 'sail the seven seas' (or, in this case, the Seven C's), that is, control can be broken down into target areas, each of which plays its part in the provision of a higher quality of life. The Seven C's are as illustrated below:

The reduction, denial, prevention, or obstruction of the accessibility of any of the Seven C's is an example of severe abusive behaviour on the part of staff. They should be trained NOT to do it at any time.

The Alternative Angle

Working in a Special Needs classroom can be very stressful (Cancio, et al 2018; Kebbi, M. 2018; Kuvaeva, I. 2018; Sylter, K. 2019) Children experiencing Profound Learning Difficulties can be very challenging, uncooperative, aggressive, noisy, stubborn and fail to meet staff expectations. Children will be working at many levels and each will need his / her own lesson objectives. The individual objectives may take more than one session to be achieved; indeed, they may not be achieved over several sessions. It can be very challenging and it would be easy to see oneself as a failure and nothing matters but getting through the day as peacefully as possible maintaining structure throughout. The children however, don't see it that way and don't necessarily maintain the structure! It is not uncommon for a single teacher to be alone with 4 or 5 (plus) students because the other staff are busy performing other duties of importance outside of the classroom. This being the case, it only takes one remaining student to behave in a manner that others find challenging to create a situation in with which the teacher might fail to cope. It is easy to become stressed. Special Education teachers should not be alone in a classroom with students, there should always be at least one other member of staff present (even working with just one child / student).

"Research suggests that special education teachers exhibit higher levels of stress than mainstream education teachers (Lazarus, 2006). Students with special needs require extra attention, resources and time compared to regular students. Therefore, special education teachers require more time to communicate class instructions"
Kebbi (2018)

While this does not excuse abuse of children, it might suggest one possible cause of it. Management should pay particular attention to the level of stress in any staff member and do all to alleviate it.

"When a student is blowing a gasket, they are usually given the option of taking time out, or leaving the classroom to cool off. A teacher cannot do this, teachers must stay in the room. Whatever the circumstance or however unpleasant or distressing the situation teachers must stay in charge, take the higher ground and rise above the provocation or distress. This is enormously draining, emotionally and mentally. Left unaddressed, this chronic stress will produce deadly outcomes."

http://siaradda.org.uk/teacher-stress-child-sexual-abuse-sources-support/
Dr A. M. Kitchener (2015)

Stress is unavoidable in most teaching jobs but particularly so when teaching special education students—no matter how talented you are as an instructor. Students with special needs often require more attention than students without special needs to ensure they’re making progress, so teachers are susceptible to being spread too thin. Also looming large as a source of stress is the potential for a student “meltdown.”
Former special education teacher Jeaninne Escallier wishes an experienced teacher would have shown her the most effective ways to handle these situations before she faced one on her own. “Emotionally disturbed students sometimes lash out at the teacher and other students.”
Escallier says it’s important for special education teachers and administrators to make sure there’s enough coverage for each student in their class to help prevent dangerous situations. In addition to having enough help on hand, you need to be able to remain calm to keep things from getting out of control.
“Many autistic children express their desires by screaming,” Escallier says. “Adults must remain calm and always in control to make the children feel safe and loved.”

https://www.rasmussen.edu/degrees/education/blog/working-with-special-needs-students/
9 Things You Need to Know Before Working with Special Needs Students
Kirsten Slyter (2019)

Video Examples of Serious Abuse
Warning! (Some are difficult to watch)

All are videos posted on YouTube.The latter video being said (by the school) to be unfounded allegations without any evidence to substantiate them. cover ups are happening still and denial of any wrong doing (see, for example • • •
www.youtube.com/watch?v=N__spMr3Ims

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Abuse in Special Educational Practice

"I think you need to be more understanding of the strains teachers are under. All teachers are flawed and we have all been in situations where we wish we had reacted differently. That is not an excuse for outright abuse though". ​

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"I think you need to be more understanding of the strains teachers are under. All teachers are flawed and we have all been in situations where we wish we had reacted differently. That is not an excuse for outright abuse though".