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Full Inclusion and the Education of Children and Youth with Emotional and Behavioral Disorders
The recent professional literature has been replete with articles focusing on the school reform movement labeled full inclusion whereby advocates are pushing for the placement of all students with disabilities in general education settings. While the movement's roots can be traced to advocates...
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| Published in: | Behavioral disorders 1994-08, Vol.19 (4), p.277-293 |
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| Main Authors: | , , |
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| Language: | English |
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| container_end_page | 293 |
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| container_title | Behavioral disorders |
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| creator | Lewis, Timothy J. Chard, David Scott, Terrance M. |
| description | The recent professional literature has been replete with articles focusing on the school reform movement labeled full inclusion whereby advocates are pushing for the placement of all students with disabilities in general education settings. While the movement's roots can be traced to advocates of persons with severe handicaps, educators, administrators, and parents are generalizing the movement's goals to students with other disabilities including emotional and behavioral disorders. Related issues surrounding the full inclusion movement must be examined prior to wide adaptation for all students with disabilities. The purpose of this article is to explore three relevant issues in determining appropriate placements for students with emotional and behavioral disorders. First, this article examines some of the current objectives of the full inclusion movement in relation to the education of students with emotional and behavioral disorders. Second, issues surrounding the placement of students with disabilities are often resolved not in professional literature but in courtrooms; therefore, current court cases focusing on inclusion that impact how special education services are delivered are also summarized. Finally, provided a general education setting is the most appropriate placement, promising practices for educating students with emotional and behavioral disorders to maximize their success are discussed. |
| doi_str_mv | 10.1177/019874299401900404 |
| format | article |
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While the movement's roots can be traced to advocates of persons with severe handicaps, educators, administrators, and parents are generalizing the movement's goals to students with other disabilities including emotional and behavioral disorders. Related issues surrounding the full inclusion movement must be examined prior to wide adaptation for all students with disabilities. The purpose of this article is to explore three relevant issues in determining appropriate placements for students with emotional and behavioral disorders. First, this article examines some of the current objectives of the full inclusion movement in relation to the education of students with emotional and behavioral disorders. Second, issues surrounding the placement of students with disabilities are often resolved not in professional literature but in courtrooms; therefore, current court cases focusing on inclusion that impact how special education services are delivered are also summarized. Finally, provided a general education setting is the most appropriate placement, promising practices for educating students with emotional and behavioral disorders to maximize their success are discussed.</description><identifier>ISSN: 0198-7429</identifier><identifier>EISSN: 2163-5307</identifier><identifier>DOI: 10.1177/019874299401900404</identifier><language>eng</language><publisher>Los Angeles, CA: Council for Children with Behavioral Disorders</publisher><subject>Adolescents ; Behavior Disorders ; Behavior Patterns ; Behavior Problems ; Behavioral disorders ; Child & adolescent psychiatry ; Child behavior disorders ; Child development ; Child Psychology ; Children ; Children & youth ; Children with disabilities ; Councils ; Court Litigation ; Disabilities ; Education ; Education reform ; Educational Change ; Educational Finance ; Educational Objectives ; Educational Practices ; Educational Research ; Educational Trends ; Elementary Secondary Education ; Emotional disorders ; Emotional Disturbances ; Exceptional children ; Inclusive Schools ; Individuals with Disabilities Education Act ; Learning ; Learning Disabilities ; Mainstreaming ; Preschool Children ; Skill development ; Social Integration ; Social skills ; Special education ; Special needs students ; Student Educational Objectives ; Student Placement ; Students ; Students with disabilities ; Teacher education ; Teachers ; Teaching Skills ; Teenagers</subject><ispartof>Behavioral disorders, 1994-08, Vol.19 (4), p.277-293</ispartof><rights>Copyright 1994 Council for Children with Behavioral Disorders</rights><rights>1994 Hammill Institute on Disabilities. All rights reserved</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2314-50896cd7e693ff5dde51db5964a3e8bcf5676e629aa197a6edfd9a481f26e5593</citedby><cites>FETCH-LOGICAL-c2314-50896cd7e693ff5dde51db5964a3e8bcf5676e629aa197a6edfd9a481f26e5593</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/1970476660/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/1297777853?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,776,780,21357,21373,27901,27902,33588,33854,43709,43856,58213,58446,73964,74140</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ489435$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Lewis, Timothy J.</creatorcontrib><creatorcontrib>Chard, David</creatorcontrib><creatorcontrib>Scott, Terrance M.</creatorcontrib><title>Full Inclusion and the Education of Children and Youth with Emotional and Behavioral Disorders</title><title>Behavioral disorders</title><description>The recent professional literature has been replete with articles focusing on the school reform movement labeled full inclusion whereby advocates are pushing for the placement of all students with disabilities in general education settings. 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Finally, provided a general education setting is the most appropriate placement, promising practices for educating students with emotional and behavioral disorders to maximize their success are discussed.</description><subject>Adolescents</subject><subject>Behavior Disorders</subject><subject>Behavior Patterns</subject><subject>Behavior Problems</subject><subject>Behavioral disorders</subject><subject>Child & adolescent psychiatry</subject><subject>Child behavior disorders</subject><subject>Child development</subject><subject>Child Psychology</subject><subject>Children</subject><subject>Children & youth</subject><subject>Children with disabilities</subject><subject>Councils</subject><subject>Court Litigation</subject><subject>Disabilities</subject><subject>Education</subject><subject>Education reform</subject><subject>Educational Change</subject><subject>Educational Finance</subject><subject>Educational Objectives</subject><subject>Educational Practices</subject><subject>Educational 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Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lewis, Timothy J.</au><au>Chard, David</au><au>Scott, Terrance M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ489435</ericid><atitle>Full Inclusion and the Education of Children and Youth with Emotional and Behavioral Disorders</atitle><jtitle>Behavioral disorders</jtitle><date>1994-08</date><risdate>1994</risdate><volume>19</volume><issue>4</issue><spage>277</spage><epage>293</epage><pages>277-293</pages><issn>0198-7429</issn><eissn>2163-5307</eissn><abstract>The recent professional literature has been replete with articles focusing on the school reform movement labeled full inclusion whereby advocates are pushing for the placement of all students with disabilities in general education settings. While the movement's roots can be traced to advocates of persons with severe handicaps, educators, administrators, and parents are generalizing the movement's goals to students with other disabilities including emotional and behavioral disorders. Related issues surrounding the full inclusion movement must be examined prior to wide adaptation for all students with disabilities. The purpose of this article is to explore three relevant issues in determining appropriate placements for students with emotional and behavioral disorders. First, this article examines some of the current objectives of the full inclusion movement in relation to the education of students with emotional and behavioral disorders. Second, issues surrounding the placement of students with disabilities are often resolved not in professional literature but in courtrooms; therefore, current court cases focusing on inclusion that impact how special education services are delivered are also summarized. Finally, provided a general education setting is the most appropriate placement, promising practices for educating students with emotional and behavioral disorders to maximize their success are discussed.</abstract><cop>Los Angeles, CA</cop><pub>Council for Children with Behavioral Disorders</pub><doi>10.1177/019874299401900404</doi><tpages>17</tpages></addata></record> |
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| identifier | ISSN: 0198-7429 |
| ispartof | Behavioral disorders, 1994-08, Vol.19 (4), p.277-293 |
| issn | 0198-7429 2163-5307 |
| language | eng |
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| source | JSTOR Archival Journals and Primary Sources Collection; Social Science Premium Collection; ERIC; Education Collection |
| subjects | Adolescents Behavior Disorders Behavior Patterns Behavior Problems Behavioral disorders Child & adolescent psychiatry Child behavior disorders Child development Child Psychology Children Children & youth Children with disabilities Councils Court Litigation Disabilities Education Education reform Educational Change Educational Finance Educational Objectives Educational Practices Educational Research Educational Trends Elementary Secondary Education Emotional disorders Emotional Disturbances Exceptional children Inclusive Schools Individuals with Disabilities Education Act Learning Learning Disabilities Mainstreaming Preschool Children Skill development Social Integration Social skills Special education Special needs students Student Educational Objectives Student Placement Students Students with disabilities Teacher education Teachers Teaching Skills Teenagers |
| title | Full Inclusion and the Education of Children and Youth with Emotional and Behavioral Disorders |
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