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ERIC Number: ED477120
Record Type: RIE
Publication Date: 2004
Pages: 71
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-86586-987-1
ISSN: N/A
Inclusive Education for Children and Youths with Emotional and Behavioral Disorders: Enduring Challenges and Emerging Practices. Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD--Evidence-Based Programs and Practices.
Johns, Beverley H., Ed.; Guetzloe, Eleanor C., Ed.
This document presents a range of evidence-based strategies, procedures, and models appropriate for inclusive education intervention programs with children and youth with emotional and/or behavioral disorders. Chapters have the following titles and authors: (1) "Placing Students with Emotional and Behavioral Disorders in General Education Settings: An Analysis of the Law" (Mitchell Yell); (2) "Instructional Strategies for Students with Emotional and Behavioral Disorders in Inclusive Settings" (Eleanor C. Guetzloe and Beverley H. Johns); (3) "I Can Be of Help Too! Service Learning as a Tool for Enhancing the Education of Students with Emotional or Behavioral Disorders" (Howard S. Muscott); (4) "From the Road to School to Home, Ensuring No Child Left Behind: Practical Behavioral Strategies That Include Students with Emotional and Behavioral Disorders" (Beverley H. Johns and Eleanor C. Guetzloe); (5) "Administrative Issues in Inclusive Education: Needed Supports" (Robin Bauer); and (6) "Inclusion--What Works. Case Studies" (Barbara Sramek and others). (Contains approximately 75 references.) (DB)
Council for Exceptional Children, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201 (Stock No. D5514). Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org.
Publication Type: Collected Works - General; Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Council for Children with Behavioral Disorders.
Note: Series Editors: Lyndal M. Bullock, Robert A. Gable, and Kristine J. Melloy.