Effects of TWA on Science Text Comprehension of Students with Emotional and Behavior Disorders in a Special Day School

2018 ◽  
Vol 41 (4) ◽  
pp. 483-505 ◽  
Author(s):  
Sara Sanders ◽  
Robin Parks Ennis ◽  
Mickey Losinski
Keyword(s):  
Behavior Disorders ◽  
Text Comprehension ◽  
Day School ◽  
Science Text ◽  
Emotional And Behavior Disorders ◽  
And Behavior

Perceived Self-Determination of Youth with Emotional and Behavior Disorders

2008 ◽  
Vol 19 (3) ◽  
pp. 182-190 ◽  
Author(s):  
Natalee Van Gelder ◽  
Patricia L. Sitlington ◽  
Krista Morrison Pugh
Keyword(s):  
Behavior Disorders ◽  
Self Determination ◽  
Emotional And Behavior Disorders ◽  
And Behavior

Clyde K. and Sheila K. v. Puyallup School District the Courts, Inclusion, and Students with Behavioral Disorders

1995 ◽  
Vol 20 (3) ◽  
pp. 179-189 ◽  
Author(s):  
Mitchell L. Yell
Keyword(s):  
School District ◽  
General Education ◽  
Students With Disabilities ◽  
Behavior Disorders ◽  
Behavior Management ◽  
Full Inclusion ◽  
Court Of Appeals ◽  
Emotional And Behavior Disorders ◽  
And Behavior ◽  
Students With Ebd

Currently, one of the most controversial topics in education is the movement toward full inclusion of students with disabilities. Recent federal circuit courts have issued rulings which seem to favor a full inclusion position. These cases, however, involved the inclusion of students with moderate mental disabilities who did not present significant behavior management problems to their teachers. The relevance for students with emotional and behavior disorders (EBD) has been, therefore, uncertain. In late 1994, the U.S. Court of Appeals for the Ninth Circuit issued a ruling in Clyde K. and Sheila K. v. Puyallup School District. This decision involved the inclusion of a student with emotional and behavior disorders in the general education classroom. The ruling, in favor of the school district, was a departure from a recent string of decisions for plaintiffs seeking full inclusion and indicated that a significant factor in making placement decisions for students with EBD is the effect of the student's behavior on classmates and the educational environment. This article will review the legal basis of inclusion, examine the case law, and offer principles extrapolating from these cases regarding students with EBD and inclusion.

scholarly journals Kendala mahasiswa dalam identifikasi dan asesmen anak dengan gangguan emosi dan perilaku selama pandemi COVID-19

2021 ◽  
Vol 17 (1) ◽  
pp. 26-33
Author(s):  
Wening Prabawati ◽  
Aini Mahabbati
Keyword(s):  
Behavior Disorders ◽  
Emotional And Behavior Disorders ◽  
And Behavior

Identifikasi dan asesmen anak dengan gangguan emosi dan perilaku atau emotional and behavior disorders (EBD) merupakan tahapan awal dalam menentukan layanan pendidikan yang sesuai bagi anak dengan EBD. Tujuan penelitian ini yakni mengetahui apakah mehasiswa mengalami kendala selama melakukan identifikasi dan asesmen anak dengan EBD selama pandemi Covid-19. Jenis penelitian ini yakni penelitian studi kasus. Subjek penelitian ini yakni delapan orang mahasiswa semester enam. Teknik pengumpulan data yakni obervasi, wawancara, dan dokumentasi. Analisis data yang digunakan yakni analisis deskriptif. Hasil penelitian menunjukkan bahwa mahasiswa mengalami kendala selama mengumpulkan data-data yang digunakan untuk identifikasi dan asesmen pada anak dengan EBD selama pembelajaran daring. Kendala yang dialami mahasiswa yakni kesulitan dalam menghubungi sumber seperti guru dan orang tua, tidak bisa bertemu dengan anak secara langsung, data yang diperoleh terbatas. Kesimpulan penelitian yakni adanya kendala yang dialami mahasiswa sehingga menghambat mahasiswa dalam melakukan identifikasi dan asesmen pada anak dengan EBD selama pandemi Covid-19.

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