Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from Research Paper:
The academic and behavioral challenges presented by students with EBD affect the nature of their interactions with their teachers. Aggressive behavior patterns increase the likelihood that children will develop negative relationships with their teachers. Indeed, problematic relationships in kindergarten between students with behavior problems and teachers are associated with academic and behavioral problems through eighth grade. Henricsson and Rydell (2004) report that poor teacher -- student relationships tend to be stable over time and have a negative effect on school adjustment. These problematic relationships with teachers may contribute to the documented low rates of positive teacher attention, such as academic interactions and teacher praise in classrooms for students with EBD. Teacher -- student interactions in classrooms for students with EBD have been described both in terms of negative reinforcement and as reflecting the transactional nature of social interchanges.
Students with and at risk for developing EBD are uniquely influenced by teacher -- student interaction patterns in general education classrooms. General education teachers sometimes believe that their classrooms are inappropriate placements for students with EBD. Yet general education teachers tend to make limited accommodations and/or are resistant to changes in tasks, materials, and teaching formats. In addition, these teachers identified alternative placements to be the most needed modification.
This is important because teacher perceptions of students' academic and behavior skills is a critical classroom variable. Unfortunately, students who fail to meet teacher expectations are at risk for social and academic failure, rejected by their teachers, and perceived as having less ideal student characteristic. It is likely that the challenges presented by students with learning and behavior problems, in both special education and general education classrooms, result in their receiving differential rates of desired teacher instructional variables over time, based in part on the ongoing reciprocal influences of teacher and students on each other.
It seems apparent that there are a number of significant issues creating barriers for students with EDB and more needs to be done in order to create a better understanding for all. I feel inclusion is imperative if these students are to have any chance of becoming successful productive adults in our society.
Cooley, E, L., Triemer & D.M. (2002, December) Classroom behavior and the ability to decode nonverbal cues in boys with severe emotional disturbance. Journal of social psychology. Vol. 142, Issue 6, 741-751. Retrieved November 19, 2011 from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&hid=24&sid=ccc23da9-1464-47f4-b788-49f04f0a8baf%40sessionmgr14
Henricsson, L. & Rydell, A. (2004, April) Elementary scholl children with behavior problems: Teacher-child relationns and elf-perception. A prospective study. Merrill-Palmer Quarterly. Vol. 50, Issue 2, 111-138. Retrieved November 19, 2011 from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&hid=24&sid=ccc23da9-1464-47f4-b788-49f04f0a8baf%40sessionmgr14
Lewis, T.J., Jones, S.E.L., Horner, R.H. & Sugai, G. (2010, April - June) School-wide positive behavior support and students with emotional/behavioral disorders: Implications for prevention, identification, and intervention. Exceptionality. Vol. 18, Issue 2, 82-93. Retrieved November 19, 2011, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=4&hid=24&sid=ccc23da9-1464-47f4-b788-49f04f0a8baf%40sessionmgr14
Solar, E. (2011, September/October). Prove them wrong. Teaching exceptional children. Vol. 44, Issue 1, 40-45. Retrieved November 19, 2011, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=ccc23da9-1464-47f4-b788-49f04f0a8baf%40sessionmgr14&vid=5&hid=24
Sutherland, K.S., Lewis-Palmer, T., Stichter, J. & Morgan, P.L. (2008, Winter). Examining the influences of teacher behavior and classroom context on behavioral and academic outcomes for students with emotional or behavioral disorders. Journal of special education. Vol. 41, Issue 4, 223-233. Retrieved November 19, 2011, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=ccc23da9-1464-47f4-b788-49f04f0a8baf%40sessionmgr14&vid=5&hid=24
Van Acker, R. (2004). Current status of public education and likely directions for students with emotional behavioral disorders. In Bullock, L.M. & Gable R.A. (eds.) Quality preperation in emotional/behavioral disorders: Current perspectives and future directions. Denton, TX: Institutue for Behavioral and Learning Differences.
Wagner, M., Kutash, K., Duchnowski, A.J., Epstein, M.H. & Sumi, W.C. (2005, Summer). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education. Journal of Behavioral Disorders. Vol. 13, Issue 2, 79-96. Retrieved November 19, 2011, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=7&hid=24&sid=ccc23da9-1464-47f4-b788-49f04f0a8baf%40sessionmgr14[continue]
"Inclusion Of Students Diagnosed With" (2011, November 23) Retrieved December 10, 2016, from http://www.paperdue.com/essay/inclusion-of-students-diagnosed-with-47801
"Inclusion Of Students Diagnosed With" 23 November 2011. Web.10 December. 2016. <http://www.paperdue.com/essay/inclusion-of-students-diagnosed-with-47801>
"Inclusion Of Students Diagnosed With", 23 November 2011, Accessed.10 December. 2016, http://www.paperdue.com/essay/inclusion-of-students-diagnosed-with-47801
There is a growing body of support that indicates that while inclusion may be the best answer for mildly autistic children, it may not be the best setting for those with moderate to severe autism. Until now, research into the autistic child in the classroom has focused on taking the position of either for or against inclusion in the general classroom. However, when one takes the body of literature as
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
Inclusion BEHAVIORAL APPROACHES FOR INCLUSION Students with emotional or behavioral problems face serious hurdles both in school and when their education has ended. Few receive services outside the school, making school the only place they receive any help (Mannella et. al., 2002). In recent years, professionals have devised better ways for dealing with these students (Childs et. al., 2001). The approaches include inclusion in regular settings instead of isolating the students in
Seeking support before a program is put into place is crucial, as it is this network of support that will serve to assist in solving the problems that will 6 inevitably arise. The second common roadblock is inadequate planning and scheduling for inclusion. Planning and scheduling should not only occur at the local level, but at the district level as well (Worrell 53). Often, the entire organizational structure of a district needs
This study used quantitative techniques to measure the dependent variables, but the answers obtained have a high level of subjectivity present in them. Confounding Variables Aside from the independent and dependent variables, almost every study has a number of factors present that affect the results obtained in the study and the ability to interpret them. In this study, there are a number of factors that must be addressed in regards to
In their study, "Thinking of Inclusion for All Special Needs Students: Better Think Again," Rasch and his colleagues (1994) report that, "The political argument in favor of inclusion is based on the assumption that the civil rights of students, as outlined in the 1954 decision handed down in Brown v. Board of Education, which struck down the concept of 'separate but equal,' can also be construed as applying to special
Instructors can be sympathetic to individual needs, especially with regard to disabilities like ADHD because they can be made aware of them without the potential for discrimination or early recourse, as would be the case in employment. (Lemaire, Mallik & Stoll, 2002, p.39) in vocational training, under the shop/shop models people with disabilities, including those with ADHD are given a bridge opportunity to transition into a workplace setting through