ABSTRACT
This chapter presents a discussion of the significance given the physical location of educational service delivery for students with emotional and behavioral disturbances. It highlights the need for a more dynamic indicator system that includes placement. Indicators of appropriate education and least restrictive environment, including placement, continue to be major areas in need of further development. The literature suggests that students who are successful in transferring into regular education from more restrictive settings, as opposed to those who are unsuccessful, have fewer absences, are less aggressive, have stronger support from their families, and meet the expectations of their communities. Placements from hospital or treatment centers and resource rooms for less than one half day accounted for the majority of placements preceding placement into regular education settings. Research on placement and outcomes for students with emotional and behavioral disturbance has been limited and plagued by a number of methodological problems.
