Introduction
According to Dragan 2014, for children at schools, daycare centers, after-school facility, residential settings with disabilities often are often present with great supervisory challenges. When the needs of these children are not adequately addressed and the child is injured or killed, neglectful supervision can be seen as a proximate foundation. Children with autism, developmental disabilities, mental health, or physical disability require specialized programs and services with highly trained personnel or one-on-one assistance to protect them from harm. Thus, residential settings are aware of the characteristics and the needs of these children with disability; it is duty to supervise the student and ensures their safety. Here
According to Dragan 2014, for children at schools, daycare centers, after-school facility, residential settings with disabilities often are often present with great supervisory challenges. When the needs of these children are not adequately addressed and the child is injured or killed, neglectful supervision can be seen as a proximate foundation. Children with autism, developmental disabilities, mental health, or physical disability require specialized programs and services with highly trained personnel or one-on-one assistance to protect them from harm. Thus, residential settings are aware of the characteristics and the needs of these children with disability; it is duty to supervise the student and ensures their safety. Here