Inclusive Instruction for Students with Emotional/Behavioral Disorders: Service in the Absence of Intervention Research

Autor/inn/en	McKenna, John William; Garwood, Justin; Parenti, Melissa
Titel	Inclusive Instruction for Students with Emotional/Behavioral Disorders: Service in the Absence of Intervention Research
Quelle	In: Intervention in School and Clinic, 56 (2021) 5, S.316-321 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451220963084
Schlagwörter	Inclusion; Emotional Disturbances; Behavior Disorders; Special Needs Students; Evidence Based Practice; Intervention; Progress Monitoring + Suchen Sie Ihr Suchwort? Inklusion; Gefühlsstörung; Sonderpädagogischer Förderbedarf
Abstract	Various stakeholders continue to have concerns regarding the school performance of students with emotional and behavioral disorders (EBD). In an effort to improve student outcomes, schools may rely on improving student access to general education classrooms (e.g., inclusion). This trend occurs at a time when districts across the nation face heightened expectations regarding the provision of a free appropriate public education. Although federal policy emphasizes the use of research-based practices to improve student outcomes, there appears to be little research to inform decision-making when planning inclusive instruction for students with EBD. In the absence of intervention research, practitioners must largely rely on their professional judgment to operationalize inclusive instruction and monitor student response to inclusive instructional practices. This column summarizes relevant intervention research focusing on academic performance, makes recommendations for additional research to better inform school practice, and suggests practices to improve service delivery. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01