A Probleme Complexe, Rarement Solution Simple: La Necessite d'une Intervention Integree aupres des Eleves en Difficulte de Comportement. For Every Complex Issue There Is a Simple Answer...and It Is Wrong: The Need for a Comprehensive Intervention with EBD Students.

Autor/in	Royer, Egide
Institution	Laval Univ., Quebec (Quebec).
Titel	A Probleme Complexe, Rarement Solution Simple: La Necessite d'une Intervention Integree aupres des Eleves en Difficulte de Comportement. For Every Complex Issue There Is a Simple Answer...and It Is Wrong: The Need for a Comprehensive Intervention with EBD Students.
Quelle	(1997), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ancillary School Services; Behavior Disorders; Delivery Systems; Educational Principles; Elementary Secondary Education; Financial Support; Foreign Countries; Inclusive Schools; Individualized Programs; Intervention; Knowledge Base for Teaching; Parent School Relationship; Research and Development; Resource Allocation; Special Education; Student Evaluation; Student Placement; Student School Relationship; Theory Practice Relationship; Canada + Suchen Sie Ihr Suchwort? Auslieferung; Bildungsprinzip; Finanzielle Förderung; Ausland; Inclusive school; Integrative Schule; Individualisierte Ausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Forschung und Entwicklung; Ressourcenallokation; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulnote; Studentische Bewertung; Schülerpraktikum; Schüler-Lehrer-Beziehung; Theorie-Praxis-Beziehung; Kanada
Abstract	This paper, with portions written in English and French, examines issues in the education of students with emotional or behavior disorders (EBD) from a Canadian perspective. The paper is organized to counter seven "myths" about schools and students with EBD. These are: (1) "the student is the problem" (rather, well organized schools can make a difference in the life of EBD students); (2) "the place of every student is in the regular classroom" (rather, the regular classroom is an objective, but not an end in itself); (3) "more money will do the job" (rather, money generated by special education must go to special education and related professional services); (4) "when your only tool is a hammer, all problems must resemble nails" (rather, interventions must be highly individualized); (5) "experience is everything, the teacher will learn how to deal with these students" (rather, teachers must be in contact with the best knowledge base and practices available); (6) "research? what for? all you need is love" (rather, there is a need for field research done in collaboration with teachers that is focused on the evaluation of educational interventions); and (7) "this is family, not school business" (rather, home-school partnership is necessary to influence the development of EBD students). (Contains 14 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC