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School Context and the Academic and Behavioral Progress of Students with Emotional Disturbance
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Wiley, Andrew L.; Siperstein, Gary N.; Forness, Steven R. – Behavioral Disorders, 2011
Lack of progress of children with emotional disturbance (ED) has begun to be documented in longitudinal school-based studies. Variability in these studies may be due to several factors, including widespread differences in academic, behavioral, and social functioning of these children, their special education status, and school contextual factors.…
Descriptors: Inclusion, Disadvantaged Schools, Emotional Disturbances, Related Services (Special Education)