Journal Critique #2
Article: Special Needs Characteristics of Children With Emotional and Behavioral Disorders That Affect Inclusion in Regular Education
From: Journal of Emotional and Behavioral Disorders June 1, 2012 20: 92-104
The aim of this study is to determine the discriminating special needs characteristics of children with emotional and behavioral disorders (EBD) that predict restrictiveness of placement in special education. The focus is on dynamic factors instead of static factors. To this end, 235 children with EBD in special schools and 111 children with EBD in regular education were compared in terms of behavioral, emotional, academic, and environmental variables. Measurements used were the Child Behavior Checklist and Teacher’s Report Form, information in the children’s assessment reports, and the Dutch Family Home Environment Scale. In a logistic regression analysis, eight variables were found to be relevant predictors for placement in special schools instead of regular education. Relational problems between child and caregiver, academic performance, and the age at which the child received youth care for the first time were identified as the three predictors that could most affect the inclusion of children with EBD in regular education. Implications of these findings for future research and practice are discussed.
I feel that students with EBD should be left in general education classes. It is up to us, the teachers, to learn how to handle these students. There are several techniques that can be used when you have a student with EBD in your classroom, you just have to take the time out to look for them and then try them out to see what works for that particular student. Remove these students from general education classes will do them a huge injustice. Most of these students are normal most of the time and have peer groups that would be in general education, so not only would you be robbing them of the best possible education, you...