Academic Remediation for Adolescents with EBD

The current literature illuminates alarming acadmic
deficits demonstrated by adolescents assigned to
self-contained classrooms for emotionally
behaviorally disabled adolescents in reading and
mathematics. EBD challenged students pose an
extremely poor post public education prognosis. High
school graduation rates are a paltry 49%. Many
general education classroom learning environments
shun the emotinally disabled adolescent. Teachers
and non-disabled peers segragate themselves from the
ebd adolescents. Is it possible for EBD students to
demonstrate sustained academic and social growth in
the cooperative constructivist learning environment
that is further enriched with Rational Emotional
Treatment?

Autorentext

BA Sociology University of TexasMA Education (Emotional Behavioral Disorders) University of TexasEd D. Special Population (Emotional Behavioral Disorders)Ten years in class experience working with adolescents labeled as seriously emotioanally disturbed.

Klappentext

The current literature illuminates alarming acadmic deficits demonstrated by adolescents assigned to self-contained classrooms for emotionally behaviorally disabled adolescents in reading and mathematics. EBD challenged students pose an extremely poor post public education prognosis. High school graduation rates are a paltry 49%. Many general education classroom learning environments shun the emotinally disabled adolescent. Teachers and non-disabled peers segragate themselves from the ebd adolescents. Is it possible for EBD students to demonstrate sustained academic and social growth in the cooperative constructivist learning environment that is further enriched with Rational Emotional Treatment?