Children With Emotional Disorders That Affect Inclusion In Regular Education

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Special Needs Characteristics of Children with Emotional and Behavioral Disorders that affect Inclusion in Regular Education

Miley Cyrus
EDU 521
Liberty University
September 14, 2013

The idea for education is that all are entitled. Educational reforms have been implemented which have change the course of treatment of individuals with disabilities. In previous years many individual with disabilities were mistreated and discriminated. The IDEA act which is a law ensures that schools provide services to accommodate students with disabilities. With the inclusion of more exceptional students classroom are changing and becoming more diverse. Teachers must become flexible and accommodating and analytical. Exceptional children with emotional and behavioral disorders, autism spectrum disorders, and attention deficit disorders are presented with many hurdles during their school experiences. Mainly of these issues affect an individual in areas social development and interactions and academics. Generally students with emotional disorders are positioned within more restrictive environments. Emotionally and behavioral disorders are considered to be the most challenging collection of disabilities in a regular setting (Stoutjesdijk, Scholte, Swaab, 2012). The author suggests that factors must be utilized to determine measures of restrictive environments. Research is needed to conclude adequate predictions for these particular outcomes. Examples of these particular variables are low socioeconomic status, gender, ethnicity, IQ levels, maltreatment, and quality of home environment (Stoutjesdijk et al., 2012). Although research has overtime proven that such factors as gender, age, ethnicity were predominant factors research leads little to no proof as to which factor determines differences in educational placements or settings. The goal ultimately is to determine the variable placement of students by analyzing and predicting dynamic variables such as behavior, psychological and academics. The author of this article focuses on 346 children with EBD in an urban part of Netherlands who met cluster 4 specifications. Netherlands educational systems since 1998 consist of four clusters. Cluster 1 offers specials services for visually impaired, cluster 2 for serves hearing impaired, Cluster 3 for children with psychical/cognitive disabilities and cluster 4 targets children with EBD. Students with EBD consist of 44% of their special needs population (Stoutjesdijk et al., 2012). The criteria of this clusters would be evidence of developmental behavior or emotional disorders in conjunction with
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