JAASEP FALL 2008 Part 4 of 8
All series
- ADHD Series
- Assessment in Special Education Series
- Autism Spectrum Disorders Series
- Bullying of Children
- Classroom Management Series
- Diagnosis of Students with Disabilities and Disorders Series
- Discipline of Students in Special Education Series
- Early Intervention Series
- Genetics in Special Education Series
- How To Series
- IEP Components
- Inclusion Series
- JAASEP – Research Based Journal in Special Education
- LD Report
- Lesser Known Disorders
- NASET News Alert
- NASET Q & A Corner
- NASET Survival Guides
- Parent Teacher Conference Handouts
- Resolving Disputes with Parents Series
- RTI Roundtable
- Severe Disabilities Series
- Special Education: What Do the Latest Numbers Tell Us?
- Special Educator e-Journal – Latest and Archived Issues
- The Practical Teacher
- Treatment and Support for IEP Students with Disabilities
- Working with Paraprofessionals in Your School
In essence, all students are entitled to free appropriate public education, despite the nature or extent of the students‘ disability (IDEIA, 2004). However, Coleman and Weber (2002) reported that many students with special needs may not be treated equally. Moreover, McConaughy and Ritter (2002) asserted that students with emotional and behavioral disorders (EBD) are one of the most underserved student populations. Additionally, Osher and Hanley (2001) cited that students with EBD continually receive inadequate services and Sugai (2000) indicated that between 1-5% of students with EBD account for more than 50% of behavioral incidents within the school setting.
Currently, there is an extensive amount of research, strategies, interventions, and assessment protocols specifically designed for students identified as EBD (McConaughy & Ritter, 2002). Despite the amount AASEP | Incorporating Research Based Strategies to Empower Educational Staff in Supporting Students with EBD of time, energy, money, resources, and research conducted on enhancing the educational and social outcomes of students with EBD many schools and school districts across the nation continue to face difficulties assessing, managing, maintaining, and educating this student population (Cook, Landrum, Tankersley, & Kauffman, 2003; Fitzpatrick & Knowlton, 2007; Osher & Hanley; 2001).
Abstract
Creation of biases and stereotypes has led to individual and institutional discrimination of students who are emotionally and behaviorally disturbed (EBD). The lack of supports and under utilized research based techniques by educational staff has major implications on the success of students with EBD in various settings. Providing appropriate interventions to students with EBD will assist in building student’s self-esteem and increase capacity. Moreover, school staff can directly impact the student’s value-expression function providing a perception of acceptance in the school social culture increasing positive student engagement (Blumenfeld & Raymond, 2000, Nieto & Boyd, 2008). The purpose of this article is to provide the history of EBD and educational laws, discuss importance of collaboration and role of the Multi-Disciplinary Team, and discuss three recommendations to improve the outcomes of students identified as EBD.