RELATIONSHIP BETWEEN EBD

Forty to fifty percent of teachers leave the
profession within the first five years because of
student behavior problems. As inclusion continues to
be the placement option in which teachers are
expected to incorporate all students in their
classrooms, creating new challenges for regular
education teachers. Despite the move towards
inclusion, many children with emotional behavior
disorders (EBD) continue to be excluded; of the
students labeled as EBD, 44% are segregated into
special education classes. Because this disorder is a
disability with many characteristics and risk
factors, both regular education and special education
teachers need to develop an understanding to
successfully integrate students with EBD in the
classroom setting. General classroom or behavior
management is another aspect to successful inclusion.
Student-teacher relationships have been identified as
the key to successfully include students with EBD in
the regular education classroom.

Autorentext
I attended graduate school at the University of Wisconsin-La Crosse, focusing my research on emotional behavior disorders (EBD) and behavior management. Prior to graduate school, I worked as a recreation therapist in both residential treatment facilities and psychiatric settings. I am looking forward to a career as a special ed. teacher.

Klappentext
Forty to fifty percent of teachers leave the profession within the first five years because of student behavior problems. As inclusion continues to be the placement option in which teachers are expected to incorporate all students in their classrooms, creating new challenges for regular education teachers. Despite the move towards inclusion, many children with emotional behavior disorders (EBD) continue to be excluded; of the students labeled as EBD, 44% are segregated into special education classes. Because this disorder is a disability with many characteristics and risk factors, both regular education and special education teachers need to develop an understanding to successfully integrate students with EBD in the classroom setting. General classroom or behavior management is another aspect to successful inclusion. Student-teacher relationships have been identified as the key to successfully include students with EBD in the regular education classroom.