NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ778103
Record Type: Journal
Publication Date: 2007-Nov
Pages: 16
Abstractor: ERIC
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0748-8491
Understanding Emotional and Behavioral Disorders: Are We Paying the Cost of Borderline Ethics?
Mathur, Sarup R.
Education and Treatment of Children, v30 n4 p11-26 Nov 2007
Students with emotional and behavioral disorders (EBD) often exhibit moderate to severe broad academic deficits in multiple areas as compared to their normative peers (Lane, 2004); they engage in aggressive acts and receive less positive attention by peers and adults. As a result, they are more likely to drop out of school, stay unemployed, engage in delinquent behavior, and have unsuccessful interpersonal relationships. Without appropriate educational services and social interventions, children with EBD are at significant risk for school failure and mental health and adjustment problems. However, it is difficult to overlook the fact that a substantial proportion of students with EBD are still deprived of services, partially due to professional uncertainty about what works in a specific context and how to implement what works in that context, or simply due to lack of resources. Professionals in the field of EBD need to pause and reflect on the right things for students with EBD. The focus of this article is to share apprehension, uncertainty, and concerns related to the definition of EBD and ethical issues involved in educational practice, teacher education, and research. The purpose is not to diminish or undermine the professional work that already exists, but to raise awareness that despite accumulating knowledge, professionals have compromised in making sound decisions for students with EBD.
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/journals/details.php?id=7
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001