Chapter 2 Promoting Positive Freedoms for Secondary Students with Emotional and Behavioral Disorders: The Role of Instruction
| Autor: | Frederick J. Brigham, Lindsay Zurawski, Carlos E. Lavin, John William McKenna, Michele M. Brigham |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
050103 clinical psychology
Medical education Least restrictive environment 05 social sciences 050301 education Academic achievement Special education medicine.disease Teacher education Supreme court ComputingMilieux_COMPUTERSANDEDUCATION medicine 0501 psychology and cognitive sciences Faculty development Psychology 0503 education Inclusion (education) Emotional and behavioral disorders |
| Popis: | Secondary-level students with emotional and behavioral disorders (EBD) have significant academic and behavioral difficulties that require expert instruction to improve school and transition outcomes. Tensions between free and appropriate public education (FAPE) and least restrictive environment (LRE) mandates occur in the planning and delivery of specialized instruction and supports to these students. In this chapter, we consider alternate conceptions of freedoms as they may relate to the provision of special education services. However, a recent Supreme Court ruling highlighted the importance of FAPE in consideration of the student’s individual circumstances. This emphasis on FAPE poses a significant challenge for teachers, who may be unprepared and insufficiently supported to be effective. As a result, it may be advantageous to organize effective practices according to a taxonomy that is based on the types of performance demands that are placed on students in secondary classrooms. The taxonomy we propose provides a framework to support teacher training and decision making. We provide an overview of the performance demands placed upon students with EBD in secondary grades. Examples of effective practices to improve student performance for each type of demand are provided. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|