Research Paper on "Inclusion of Students Diagnosed With Emotional Behavioral"
Research Paper 4 pages (1470 words) Sources: 7
[EXCERPT] . . . .
Inclusion of Students Diagnosed with Emotional Behavioral Disorder in the Regular Education ClassroomOutcomes for the majority of children and youth identified with Emotional/Behavioral Disorders (EBD) have been well documented. Half of students labeled EBD drop out of school, the highest rate among all disability categories. Of those who remain in school, only 42% graduate with a diploma and overall have lower grades than any other group of students with disabilities. Twenty percent of students with EBD are arrested at least once before they leave school, over half are arrested within a few years of leaving school, and a staggering 70% of those who have dropped out have been arrested (Van Acker, 2004). The prospects of students with EBD post-school are bleak as many face unemployment, substance abuse, and poor social support (Wagner et al., 2005).
Current State of Inclusive Services
A significant challenge in providing educational support for students with EBD is the current Individuals with Disabilities Education Act (IDEA) definition and the traditionally accepted evaluation model that seeks to determine a diagnosis based on behavioral characteristics that are supposed to represent an underlying mental illness. IDEA clearly states that children found eligible for special education services must not be benefiting from the general education curriculum because of a suspected disability. However, a medical model is used in the identification process to determine EBD. The continued reliance on a non-educational model for eligibility is based on the current federal definition of serious emotional disturbance (SED). Unfortunately, the continued reliance on
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Current State of Classroom Teachers
Many students with EBD display both learning and behavioral problems that make it difficult for teachers to provide effective instruction. In turn, a lack of exposure to effective instruction contributes to poor academic and behavioral outcomes.
Traditionally, both researchers and practitioners have focused their intervention efforts on EBD students' disruptive behaviors and social skills deficits. However, the poor academic progress displayed by students with EBD, as well as the bleak post school outcomes associated with the resulting school failure have led to an increasing focus on academic deficits. However, exclusive efforts to bolster EBD students' academic skills may be misplaced and may not lead to long-term gains in either their academic achievement or behavior (Sutherland et al., 2008). That is, an either -- or choice may be a false dichotomy. Instead, it may be important for practitioners to focus their intervention efforts on both the academic and behavioral deficits of students with EBD because a multitude of factors influence the social and emotional development and the academic development of students with EBD and there is inconsistent evidence about the directionality of effects between learning and behavior problems. Consequently, understanding the impact of various factors such as instructional delivery and classroom contexts on academic achievement and behavior is difficult.
Both students with EBD and their teachers can experience the classroom as an aversive environment. For example researchers studied the classroom behavior of students identified with behavior problems and documented less time attending and complying to group directions; higher rates of aggression and of out-of-seat and noise-making behaviors; and an overall higher rate of negative interactions with teachers. The impact of these high rates of problem behaviors can lead to the establishment of negative patterns of interaction between teachers and students. One characteristic of these patterns is a low rate of instructional engagement, which can further undermine a student's academic progress. Thus, the teacher's behavior, such as whether to provide the student with an opportunity to respond to a question, can have strong associations with the student's behavior such as whether to continue to be disruptive (Sutherland et al.,… READ MORE
Quoted Instructions for "Inclusion of Students Diagnosed With Emotional Behavioral" Assignment:
Inclusion paper-apa format-7 peer reviewed journals on inclusion in the classroom. Journals from 2000 to 2010 only peer reviewed journals. no computer, books etc for reference. ( I do need a reference page for the 7 peer reviewed journals).
questions that need to be addressed in paper. what is the current state of inclusive services for students with EBD?What should be done or are things adequate as they are? Are general education teachers prepared to deal with students with EBD? Do you agree with the inclusion movement for students withEBD? where should educators highlight areas of growth in the field (proactive directions)? Is enough being done, or has enough progress in made with the education of students with EBD? If you are for or against inclusion classrooms, why or why not. EBD=emotional behavioral disorder
How to Reference "Inclusion of Students Diagnosed With Emotional Behavioral" Research Paper in a Bibliography
“Inclusion of Students Diagnosed With Emotional Behavioral.” A1-TermPaper.com, 2011, https://www.a1-termpaper.com/topics/essay/inclusion-students-diagnosed/1599558. Accessed 6 Jul 2024.
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