Citation

Cheney D, Harvey VS. Educ. Treat. Child. 1994; 17(3): 332-346.

Copyright

(Copyright © 1994, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The Regular Education Initiative proposal to integrate all students into the mainstream of education and reduce, if not eliminate, segregated programs for students with disabilities has resulted in extensive debate. There is little evidence in the professional literature of programs or research that focus on empirical findings about students with emotional/behavioral disorders (EBD) in regular education settings. This study obtained an initial data base regarding the impact of inclusionary education on students with EBD in one school district. The data chosen for the study included: (a) district level data regarding the placement of students, (b) the nature of service provisions, (c) the personnel needed to support such service, (d) the impact on teachers in general education settings and training required to support them, and (e) student outcome data for one cohort of adolescents. More students with EBD were being served in regular education settings after the adoption of an inclusionary policy but serving these students within the local district necessitated an increase in staff. Extensive staff development for the entire district was a critical variable. The authors recommend staff development topics, suggest support strategies for teachers, and recommend documentation of empirically validated approaches.

Language: en