Citation

Muscott HS. Educ. Treat. Child. 1995; 18(3): 369-386.

Copyright

(Copyright © 1995, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The massive restructuring of our nation's schools is leading to changes in the way schools educate all students. Reform efforts have many school districts moving toward more inclusive models of service delivery for students with disabilities. Students with emotional/behavioral disorders (EBD) present the inclusive schools movement with perhaps its greatest challenge. Most schools are ill prepared for this extremely difficult restructuring task. Advocates for full inclusion see the changes as necessary to save a sinking ship. They argue the paradigm shift is long overdue. Critics worry that full inclusion may lead to disastrous consequences for many students with disabilities, particularly those with EBD. They argue that effective practices will be overlooked in the midst of pressure for change. This article describes a four step process designed to help educators in inclusive schools more effectively educate those students with EBD for whom education in general education classrooms has been deemed appropriate. Schoolwide structures and best practices in the field are highlighted and a call for evaluating inclusive models of service delivery is sounded.

Language: en