ABSTRACT
Placement of students with disabilities in the least restrictive environment has become a central issue in special education. To date, no comprehensive treatment of placement issues is available, especially for students with emotional and behavioral disorders who present particularly difficult placement problems. This book combines data and discussions intended to further the understanding of how and why decisions are made to place students with emotional or behavioral disorders in particular educational environments. This volume establishes the problem of placement in a contemporary and historical context, reviews the literature on placement of students with emotional or behavioral disorders, and discusses placement options and concerns about multicultural issues, post-secondary education, law and regulation, demands on teachers, and policy choices.
Its goals are to:
* improve understanding of decision processes leading to placement,
* set the stage for improvements in pupils' lives in school and elsewhere, and
* stimulate research on the many placement issues that are left unresolved.
TABLE OF CONTENTS
part I|44 pages
Overview
chapter Chapter 1|17 pages
A Sense of Place: The Importance of Placement Issues in Contemporary Special Education
part II|167 pages
Current Realities
chapter Chapter 4|43 pages
A Synopsis of Research and Professional Literature on Educational Placement
chapter Chapter 5|26 pages
Educational Placements of Students with Emotional and Behavioral Disorders: What Do They Indicate?
chapter Chapter 6|24 pages
Teachers of Students with Emotional or Behavioral Disorders: Who They Are and How They View Their Jobs
chapter Chapter 7|13 pages
Teachers’ Participation in Decisions About Placement of Students with Emotional or Behavioral Disorders
part III|147 pages
Special Problems and Options
chapter Chapter 14|25 pages
Appropriate Placement of Students with Emotional or Behavioral Disorders: Emerging Policy Options
part IV|25 pages
Coda