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ERIC Number: EJ1138950
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
Reference Count: 96
ISBN: N/A
ISSN: EISSN-2325-7466
Incorporating Research Based Strategies to Empower Educational Staff in Supporting Students with EBD
Bradley, Cathy A.; Degler, Courtney; Zamora, Larry; Fitzpatrick, Michael
Journal of the American Academy of Special Education Professionals, p47-62 Fall 2008
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.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act; No Child Left Behind Act 2001; Individuals with Disabilities Education Improvement Act 2004