The Continuum of "Troubling" to "Troubled" Behavior: Exploratory Case Studies of African American Students in Programs for Emotional Disturbance

Autor/inn/en	Hart, Juliet E.; Cramer, Elizabeth D.; Harry, Beth; Klingner, Janette K.; Sturges, Keith M.
Titel	The Continuum of "Troubling" to "Troubled" Behavior: Exploratory Case Studies of African American Students in Programs for Emotional Disturbance
Quelle	In: Remedial and Special Education, 31 (2010) 3, S.148-162 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508327468
Schlagwörter	African American Students; Emotional Disturbances; Academic Achievement; Ethnography; Classification; Elementary School Students; Special Education; Student Diversity; Interviews; Observation; Instructional Effectiveness; Behavior Modification; Context Effect; Decision Making; Student Evaluation; Evaluation Methods; Federal Legislation; Educational Legislation; Special Needs Students; Family Environment; Educational Environment; Classroom Techniques + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Gefühlsstörung; Schulleistung; Ethnografie; Classification system; Klassifikation; Klassifikationssystem; Special needs education; Sonderpädagogik; Sonderschulwesen; Interviewing; Interviewtechnik; Beobachtung; Unterrichtserfolg; Behaviour modification; Verhaltensänderung; Decision-making; Entscheidungsfindung; Schulnote; Studentische Bewertung; Bundesrecht; Bildungsrecht; Schulgesetz; Sonderpädagogischer Förderbedarf; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassenführung
Abstract	This article discusses the construction of the "emotional disturbance" (ED) category in the cases of four African American elementary students. These cases represent a sub-set of data from a three-year ethnographic study of the special education process in a large, culturally/linguistically diverse school district. Based on interviews, observations, and examination of students' records, the data revealed three inappropriate, yet significant, contributors to the children's classification as ED: inadequate instruction/behavior management prior to referral, exclusion of contextual classroom information from the decision-making process, and subjective/arbitrary evaluation processes. Presented is a cross-case thematic analysis of these complex and problematic processes and their outcomes. The authors call for a reconsideration of "ED" to reflect a behavioral continuum rather than the current categorical formulation, a more holistic view acknowledging the contribution of school contexts in the evaluation of children's difficulties, and research focusing on effective, preventive practices for all children with troubling behavior. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10