ERIC Number: ED135176
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Emotional Disturbance. Can Emotionally Disturbed Students Be Integrated? An In-Depth Review of the Pertinent Literature.
Hosiak, Patricia Page
Intended for educators, researchers, and students, the document provides a survey of current reading on the education of emotionally disturbed (ED) children. The etiology of emotional disturbance is discussed, and an historical review of the role of education in the treatment of ED children is presented. Present psychoanalytic, learning, and behavioral theories are described. Covered are current approaches to the education and management of ED children, such as the psycho-educational approach, the use of crisis teachers, resource programming reality therapy, and behavior modification. Sections cover the arguments for special education of this population and for their integration into the regular classroom. Teacher attitudes and the need for inservice training of regular classroom teachers are discussed in a final section. It is noted that difficulties complicating research on ED children include lack of information about specific causes of emotional disturbance, lack of uniformity of the terminology, and varying personality theories and philosophies which influence treatment methods. (IM)
Descriptors: Early Childhood Education, Educational Programs, Elementary Secondary Education, Emotional Disturbances, Etiology, Exceptional Child Education, History, Literature Reviews, Mainstreaming, Psychotherapy, Research Reviews (Publications), Special Classes, Special Education, Teacher Attitudes, Theories
McGill University, Faculty of Education, 3700 McTavish Street, Montreal, Quebec, Canada H3A 1Y2 ($4.00)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: McGill Univ., Montreal (Quebec). Faculty of Education.
Note: REPORTS IN EDUCATION, Number 5