Federal Policy on Improving Outcomes for Students with Emotional and Behavioral Disorders: Past, Present, and Future

Autor/inn/en	Freeman, Jennifer; Yell, Mitchell L.; Shriner, James G.; Katsiyannis, Antonis
Titel	Federal Policy on Improving Outcomes for Students with Emotional and Behavioral Disorders: Past, Present, and Future
Quelle	In: Behavioral Disorders, 44 (2019) 2, S.97-106 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742918814423
Schlagwörter	Educational Policy; Public Policy; Emotional Disturbances; Behavior Disorders; Outcomes of Education; Functional Behavioral Assessment; Special Education; Educational History; Disabilities; Educational Legislation; Equal Education; Federal Legislation; Definitions; Screening Tests; Early Intervention; Capacity Building; Evidence Based Practice + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Öffentliche Ordnung; Gefühlsstörung; Lernleistung; Schulerfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; History of education; Bildungsgeschichte; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Begriffsbestimmung; Screening-Verfahren
Abstract	Students with emotional and behavioral disorders (EBD) consistently lag behind their peers academically and behaviorally, are likely to be excluded from school, drop out more frequently, and face higher incarceration rates and a host of other negative outcomes as adults. Federal policy has played a key role in (a) ensuring that students with disabilities are included in schools, (b) requiring schools to meet the unique needs of learners, and (c) providing funding to support the development and implementation of evidence-based practices. Our purpose in this article is to examine the progress and challenges related to the development of federal policy supports for students with EBD, and to offer recommendations to help guide the future development of policy. Specifically, we (a) recognize the important developments of the last 30 years in policy protections and funding for students with EBD, (b) identify current challenges and emerging opportunities in several areas related to the identification and support of students with EBD, and (c) offer policy recommendations related to strengthening the use of the functional assessment and personnel capacity development. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01