The Individuals with Disabilities Education Act (IDEA; P.L. 108-446) is the primary source of federal funding to states for the identification and education of children with disabilities. The majority of IDEA appropriations are allocated to states by formula to carry out activities under Part B, which covers 14 disability categories. Each state is…

This study of 182 secondary special education students with emotional and/or behavioral disorders investigated their classification by their school districts, in particular how well they were distinguished and represented by their federal categories. The districts used four classification groups (emotional disturbance, other health impairment…

The book contains five papers presented at a 1979 topical conference on the definition of emotional disturbance and behavioral disorders in educational settings. The first paper, by F. Wood, is titled "Defining Disturbing, Disordered, and Disturbed Behavior." Topics covered include ambivalence about defining deviant behavior by special educators,…

Notes that interpretation of Public Law 94-142, Individuals with Disabilities Education Act (IDEA), benefits from participation of professionals from both law and education. Considers Slenkovich's (1983) book, "PL 94-142 as applied to DSM III diagnoses." Provides background on 1991 reaction to Slenovich by article's authors and Slenovich's…

Focuses on social maladjustment exclusion in serious emotional disturbance criteria in Public Law 94-142, Individuals with Disabilities Education Act. Responds to earlier articles by Skiba and Grizzle in reaction to Slenovich's book, "PL 94-142 as Applied to DSM III Diagnoses" and Slenovich's response to articles. Addresses two aspects of debate…

Focuses on social maladjustment exclusion in serious emotional disturbance criteria in Public Law 94-142, Individuals with Disabilities Education Act. Responds to earlier articles by Skiba and Grizzle in reaction to Slenovich's book, "PL 94-142 as Applied to DSM III Diagnoses" and Slenovich's response to articles. Comments on these analyses, and…

Focuses on social maladjustment exclusion in serious emotional disturbance criteria in Public Law 94-142, Individuals with Disabilities Education Act. Responds to articles by Skiba and Grizzle in reaction to Slenovich's book, "PL 94-142 as Applied to DSM III Diagnoses" and Slenovich's response to articles. Assesses debate between Skiba and Grizzle…

Identification, differential diagnosis, and treatment evaluation of emotionally disturbed preschoolers by practitioners are considered. Emphasis is on the need for defining disorders in terms of: (1) a broad normative context to assist general reporting within the profession; and (2) specific settings to provide the information necessary for…

The article examines the background and current status of attempts to define the term "learning disabilities" (LDs), and concludes that resolution of the problem by continued search for a consummate definition of LD is unrealistic. (Author)

There has been serious confusion between the terms "infantile autism" and "emotional disorders" in Japan, especially as pertains to special education classes. Special classes for emotionally disturbed children began in Japan in 1969 with a rapid increase to over 2000 classes by the 1980's. However, most of the children…

Notes that, more so than any other category of special education, children with serious emotional disturbance remain very much underidentified in schools and that both terminology and definition of serious emotional disturbance (SED) under current provisions of Individuals with Disabilities Education Act are at least partly responsible for this…

A study examined comorbidity of the five federal definition characteristics among 1,352 students already identified as having emotional disturbance (ED). The extent of comorbidity of ED characteristics was related to the criterion for deviance and to each of the selected student variables, particularly school level and educational placement.…

The manual contains three classifications (impairments, disabilities, and handicaps), each relating to a different plane of experience consequent upon disease. Section 1 attempts to clarify the nature of health related experiences by addressing reponse to acute and chronic illness; the unifying framework for classification (principle events in the…

This methods textbook includes interventions that beginning teachers need to understand to address the many problems they will encounter in classrooms with children who have emotional or behavioral disorders. Chapters discuss: definitions of emotional or behavioral disorders and ways in which children with these problems are classified; Individual…