Conclusions

Research shows that students do better when they are included general education classrooms. Every research article acknowledged analyzed acknowledged that working with students with EBD may be difficult at times, but the interventions available are helpful to both teachers and students. Students should be in general education classes as often as possible for many reasons. Being in settings where they learn social behaviors is very important in there development. In general education classes, students will get the social interaction needed, but also learn how to work in groups, learn how to solve problems, learn what makes them have outburst, and learn how to control their inappropriate behavior. With that being said, it is crucial that those involved in developing the IEP for the student, keep the LRE in mind. Students with EBD may need to be pulled out of the classroom to learn appropriate behavior in the general education class, but they can practice what they learn if they are out of the general education classroom most of the day.

Interventions that could help students include setting behavior goals with the student, writing it down and checking in often to see how they have progressed (Emotional beavhior disorders. (2012). This  will help a student see the progress they are making and build up his or her self-esteem that they may lack due to outbursts in class or aggressive behavior that could make students avoid him or her.

Other interventions can include training the whole class how to resolve conflicts and implementing these skills this in the classroom. All students would benefit from this training (Zappone).

Having other staff trained in how to help students with EBD will be helpful if a student is having an issue and could be harmful to him or herself or others. Everyone involved with students with EBD should continually train in how to help with problem solving skills and helping students calm down from in outburst.

The questions in this topic initially asked the extent are K-5 students with EBD were excluded in the general education classroom? What are pros and cons of inclusion versus self-contained classrooms? Lastly, are self-contained classrooms necessary for students with EBD? The answers to these questions differ from each student. Those involved in the IEP are the ones that can answer these questions for each student getting the services needed to be successful in school. Depending on the severity of the student’s disorder, they may need to be pulled out of class to get one-on-one help to learn appropriate social behaviors. Also, depending on the severity of their behavior, it may not be safe for a student to be in a classroom. There are exclusion programs that work to get students in general education classes. As they work toward learning appropriate social behaviors, they earn points to get in the general education class. This may be helpful to a student with severe emotional and behavior issues. Inclusion gives students with EBD the opportunity to practice learned appropriate behavior. It also gives students opportunities to practice how to control their outbursts. Cons include a disruptive classroom if there is an outburst or constant inappropriate behavior that may keep other students from learning the material the teacher prepared for the class.

Emotional beavhior disorders. (2012). Retrieved from http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.html

 

Zappone, S. (n.d.). Emotional and behavior disorders [Theater]. Available from http://www.teachertube.com/viewVideo.php?title=Emotional_or_Behavioral_Disorders&video_id=167429