The pejorative academic and social challenges experienced by students with emotional and behavioral disorders (EBD) are well documented. In an effort to improve student outcomes, schools often employ inclusive models of instruction and support. However, the implementation of inclusive models may result in students with EBD having fewer opportunities to develop essential skills and competencies rather than the provision of special education services that promote school and transition success. This may occur in instances in which stake-holders emphasize student placement in general education without giving equal consideration to the necessary specialized supports and instruction for students with EBD to be meaningfully included. The current chapter urges stake-holders to consider the degree to which inclusive practices for students with EBD also meet FAPE mandates. It is our contention that students with EBD will only benefit from general education settings to the degree to which this placement provides opportunities to develop academic, social, and adaptive skills.
Brigham, F., Ahn, S., Stride, A. and McKenna, J. (2016), "FAPE-Accompli: Misapplication of the Principles of Inclusion and Students with EBD", General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities (Advances in Special Education, Vol. 31), Emerald Group Publishing Limited, pp. 31-47. https://doi.org/10.1108/S0270-401320160000031003Download as .RIS
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