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Abstract
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We examined the records of 99 non-adjudicated students with severe emotional and/or behavioral disorders (EBD), 49 of whom were placed in regular schools and 50 who were in segregated schools--and interviewed a member of the staffing (IEP) team of segregated school students (n = 48).
RESULTS were consistent with prior research regarding low average IQ, under achievement in reading and mathematics, comorbidity of EBD with other disorders/disabilities, over identification of male students with overt behavior disorders, over representation of minority students (African American), and increased severity with age. Typically, several program models were tried prior to a self-contained placement; few students received supplementary services; and very few students participated in their IEP meetings. Curricular modifications and instructional strategy adaptations were documented in 1/3 or less instances. Some important staffing decisions were carefully executed (e.g., consideration of the continuum of services) while other requirements (e.g., supplementary services) appear to be underrepresented. Little dissension regarding placement decisions was documented, however 50% of the interviewees felt students could have been accommodated in regular schools with extra resources. We discuss the results in relationship to IDEA 97 and school reform.
Language: en |