Planning and Implementing Effective Programs for School-Aged Children and Youth with Emotional/Behavioral Disorders within Inclusive Schools. From the Mini-Library Series on Emotional/Behavioral Disorders.
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1996
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| _version_ | 1867181813440446464 |
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| author | Muscott, Howard S. And Others |
| author_facet | Muscott, Howard S. And Others Muscott, Howard S. And Others |
| collection | Education Resources Information Center |
| contents | Planning and Implementing Effective Programs for School-Aged Children and Youth with Emotional/Behavioral Disorders within Inclusive Schools. From the Mini-Library Series on Emotional/Behavioral Disorders. Muscott, Howard S. And Others Behavior Disorders Change Strategies Classroom Techniques Delivery Systems Educational Change Educational Planning Elementary Secondary Education Emotional Disturbances Inclusive Schools Mainstreaming Program Development School Community Relationship This monograph provides a structured planning process and information on best educational practices for serving students with emotional/behavior disorders (E/BD) placed in general education classrooms. After an introductory chapter, the guide: (1) addresses the controversy concerning inclusion for students with emotional/behavioral disorders; (2) considers the challenges involved in inclusion of these students and attempts to reframe the challenges as indicators of some of the problems present in the current educational system; (3) introduces a planning process for preparing schools and students for inclusion; (4) explains the four phases of the planning process (gain school and community support and commitment for inclusion, develop school-wide organizational structures that support inclusion, design and deliver classroom-based instruction to support inclusion, and evaluate program effectiveness); (5) offers two case studies to illustrate application of the planning process; and (6) notes both the difficulties in providing services to students with E/BD and the growing knowledge about how to plan and implement effective programs for students with E/BD in inclusive schools. (Contains 128 references.) (DB) |
| format | Recurso educativo Open Access |
| id | eric_ED391305 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1996 |
| record_format | eric |
| spellingShingle | Planning and Implementing Effective Programs for School-Aged Children and Youth with Emotional/Behavioral Disorders within Inclusive Schools. From the Mini-Library Series on Emotional/Behavioral Disorders. Muscott, Howard S. And Others Behavior Disorders Change Strategies Classroom Techniques Delivery Systems Educational Change Educational Planning Elementary Secondary Education Emotional Disturbances Inclusive Schools Mainstreaming Program Development School Community Relationship Planning and Implementing Effective Programs for School-Aged Children and Youth with Emotional/Behavioral Disorders within Inclusive Schools. From the Mini-Library Series on Emotional/Behavioral Disorders. Muscott, Howard S. And Others Behavior Disorders Change Strategies Classroom Techniques Delivery Systems Educational Change Educational Planning Elementary Secondary Education Emotional Disturbances Inclusive Schools Mainstreaming Program Development School Community Relationship This monograph provides a structured planning process and information on best educational practices for serving students with emotional/behavior disorders (E/BD) placed in general education classrooms. After an introductory chapter, the guide: (1) addresses the controversy concerning inclusion for students with emotional/behavioral disorders; (2) considers the challenges involved in inclusion of these students and attempts to reframe the challenges as indicators of some of the problems present in the current educational system; (3) introduces a planning process for preparing schools and students for inclusion; (4) explains the four phases of the planning process (gain school and community support and commitment for inclusion, develop school-wide organizational structures that support inclusion, design and deliver classroom-based instruction to support inclusion, and evaluate program effectiveness); (5) offers two case studies to illustrate application of the planning process; and (6) notes both the difficulties in providing services to students with E/BD and the growing knowledge about how to plan and implement effective programs for students with E/BD in inclusive schools. (Contains 128 references.) (DB) |
| title | Planning and Implementing Effective Programs for School-Aged Children and Youth with Emotional/Behavioral Disorders within Inclusive Schools. From the Mini-Library Series on Emotional/Behavioral Disorders. |
| topic | Behavior Disorders Change Strategies Classroom Techniques Delivery Systems Educational Change Educational Planning Elementary Secondary Education Emotional Disturbances Inclusive Schools Mainstreaming Program Development School Community Relationship |
| url | https://eric.ed.gov/?id=ED391305 |