Investigations of why students with emotional disturbance (ED) are underidentified in special education have often focused on economic factors and problems with the definition of ED. The present study focuses on variation in underidentification across states and its relationship to political ideology. State-level political, economic, and…

This article examined differences between young women and men who were incarcerated juvenile offenders with disabilities in Oregon in terms of the barriers they faced in their transition from the correctional system back into the community. Data were gathered on 72 females and 276 males, all of whom presented disabilities and who were…

This study describes current provincial/territorial responses to behaviorally disordered students in Canada, comparing this perspective to a 1981 study. Topics examined include definition, prevalence, services available, standards, mainstreaming, program effectiveness, funding, and teacher training requirements. Recommended actions by…

The study compared states identifying either many or few students as behaviorally disordered on the variables of (1) average per pupil expenditure, (2) size of minority population, (3) number of students identified as learning disabled. No significant differences between the two groups of states were found for the three variables. (Author/DB)

Discussed are practices used in Nevada to differentiate students who are conduct disordered or socially maladjusted from those who are seriously emotionally handicapped. Programs for students with conduct disorders are described, and implications of Nevada's approach to serving the behaviorally disordered are considered. (DB)

The unusually low numbers of students with emotional and behavior disturbances referred and provided with special education services in Mississippi were examined in a survey of 101 special education teachers. Teachers saw parental objections to the label "Emotionally Impaired" as the primary cause of the very low rate of referrals. (DB)