The Characteristics and Experiences of Canadian Students Receiving Special Education Services for Emotional/Behavioural Difficulties

Autor/inn/en	Whitley, Jessica; Lupart, Judy L.; Beran, Tanya
Titel	The Characteristics and Experiences of Canadian Students Receiving Special Education Services for Emotional/Behavioural Difficulties
Quelle	In: Exceptionality Education International, 19 (2009) 1, S.14-31 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Student Attitudes; Low Income; Special Education; Emotional Disturbances; Behavior Problems; Foreign Countries; Longitudinal Studies; Teacher Attitudes; Parent Attitudes; Friendship; Teacher Expectations of Students; Educational Practices; Research Needs; Family Characteristics; Statistical Analysis; Educational Experience; Canada + Suchen Sie Ihr Suchwort? Schülerverhalten; Niedriglohn; Special needs education; Sonderpädagogik; Sonderschulwesen; Gefühlsstörung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; Elternverhalten; Freundschaft; Bildungspraxis; Forschungsbedarf; Statistische Analyse; Bildungserfahrung; Kanada
Abstract	This paper provides a description of the demographic characteristics as well as the social and academic experiences of a nationally representative sample of Canadian students receiving special education services for an Emotional/Behavioural Difficulty (EBD) and a comparison group of students without disabilities (ND). Data summarized in this article were drawn from the National Longitudinal Survey of Children and Youth. Results reveal numerous areas of difference between groups from student, parent, and teacher perspectives. In particular, the EBD group contained a significantly greater proportion of boys and students from low income families. Students in the EBD group reported having difficulty making friends and not liking school as much as their ND peers. Academic expectations reported by teachers and parents for children with EBD were significantly lower than for children without disabilities. Discussions of these findings as well as implications for practice and for future research are presented. (Contains 5 tables.) (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10