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Issues And Challenges In Teaching Students With Ebd Continued

With this being said, it is necessary to examine the reality of providing this FAPE to all students in the form of the LRE. Not all EBD students function in the mild-to-moderate range of impairment. These students present psychological and instructional challenges along a continuum that ranges from mild, almost unnoticeable behaviors to severe emotional disturbance. Many times, the severity of the EBD results in behaviors that are considered to be so disruptive or aggressive that they place the child and other individuals in the school environment in potential danger.

Using the continuum as a listing of all placement options ranging from the LRE (general education placement) to the most restrictive (institutional placement in a residential setting outside the home or school), members of the multidisciplinary IEP team are able to examine appropriate placement options that provide FAPE to the EBD student in an environment that provides full access to educational opportunities and instruction while addressing the following issues:

  • What are the individual student’s educational needs?
  • Will the potential placement options being considered provide for these needs?
  • What are the potential beneficial or harmful consequences of placement in a less or more restrictive environment?

Consideration of these factors results in recommendations for placement in an educational setting that provides access to FAPE to the maximum extent possible. Correct placement decisions often prove to be complicated partially because EBD students can manifest a wide range of symptoms requiring many different forms of interventions that range from behavioral control to individual psychotherapy. At times, the decision to homogeneously group these students into special education classrooms or to mainstream groups of these individuals into regular education classrooms can lead to disaster. Imagine the instructional nightmare that potentially might result if 3 severely withdrawn and 3 highly aggressive EBD students were placed in a regular education classroom with 20 regular education students. It is highly doubtful that even the most valiant collaborating teachers would be successful.

Students suspected of being EBD are administered an individual evaluation of their educational and emotional/behavioral needs. If the evaluation confirms that a student has an EBD and that because of this disability special education and related services are required, then the local school district must provide FAPE for that child.

This following Web site provided by the Council for Children with Behavioral Disorders (CCBD) offers monthly updates on legislation affecting children with behavioral disorders. It offers publications, message boards, an advocacy section, links to other sites, and a quarterly newsletter (available online free of charge). CCBD is a membership organization comprised of educators, parents, mental health personnel, and a variety of other professionals: www.ccbd.net/

IDEA (2004) places specific emphasis on the provision of special education services to exceptional students in the regular education classroom to the maximum extent possible.

Because of this requirement, local school districts now provide a variety of approaches to implement it, including collaborative teaching, resource rooms, and consultation services by special education teachers. Regular and special education teachers are being trained to work as teams to provide a more diverse curriculum in the regular classroom setting.

 

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