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Inclusion of All Students with Emotional or Behavioral Disorders? Let's Think Again
Special education for students with emotional and behavioral disorders has a substantial history. The most effective programs feature systematic, databased interventions, continuous assessment and monitoring of progress, specifically matched and multicomponent treatment, provision for guided practic...
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Published in: | Phi Delta Kappan 1995-03, Vol.76 (7), p.542-546 |
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description | Special education for students with emotional and behavioral disorders has a substantial history. The most effective programs feature systematic, databased interventions, continuous assessment and monitoring of progress, specifically matched and multicomponent treatment, provision for guided practice of academic and social skills, programming for transfer and maintenance, and commitment to sustained intervention. "Inclusion" must be more broadly defined to serve these students. (MLH) |
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source | JSTOR Archival Journals and Primary Sources Collection; Social Science Premium Collection; ProQuest One Literature; ERIC; Education Collection |
subjects | Behavior Disorders Behavior Problems Behavioral disorders Child behavior disorders Definitions Desks Disabilities Disorders Elementary school students Elementary Secondary Education Emotional Disturbances Emotional problems Grade 1 Grade 5 Inclusive Educational Programs Mainstreaming Mental disorders Mental health Mental Health Programs Mood disorders Program Effectiveness Psychological aspects Special Education Special needs students Teachers Teaching |
title | Inclusion of All Students with Emotional or Behavioral Disorders? Let's Think Again |
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