This paper examines empirical evidence and arguments for full inclusion of students with emotional and behavioral disorders. It reports a lack of empirical evidence supporting inclusion of this population and identifies problems in the arguments of full inclusion proponents. The paper also summarizes evidence contradicting the position that "more…

This review of studies comparing children with behavioral disorders in different educational settings found that pupils in self-contained programs displayed greater improvement in academic achievement than did similar pupils in regular classes. However, the reverse pattern applied to changes in self-concept. Follow-up data indicated enormous…

Explores several topics related to advocating for students with emotional and behavioral disorders, including the role of teachers. Various misdirected advocacy positions are critiqued and a new advocacy agenda proposed that focuses on program appropriateness, qualified personnel, least restrictive environment, and meaningful classification and…