Citation

Dodge N, Keenan S, Lattanzi T. J. Child Fam. Stud. 2002; 11(1): 23-34.

Copyright

(Copyright © 2002, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1023/A:1014711426915

PMID

unavailable

Abstract

Target 2 of the National Agenda for Improving Results for Children and Youth with Serious Emotional Disturbance stipulates that communities and schools "serve children and youth with emotional needs in their neighborhood homes and regular classrooms by developing the capacity of teachers, schools, and communities to provide supports and resources." This statement is partially based upon the idea that children and youth who are placed out-of-district for special needs and services are often alienated from their neighborhoods and their communities. The Westerly, RI, and Alliance, OH, school districts, service delivery agencies and families collaborated to implement system-wide change, so as to accomplish two main goals. First, they intended on retaining students with emotional needs in their neighborhood schools and in regular classrooms. Second, they aimed to increase their effectiveness in addressing the needs of all students by providing a range of integrated resources. Both communities were strongly driven by the underlying objective: to improve the educational, economic, and social outcomes for all children.