Anxiety about the Future of Special Education for Students with Emotional and Behavioral Disorders∗

In this article, we describe a process, wraparound planning, for extending educational services to students with emotional and behavioral disorders (EBD) and their families which allows the children to remain in their home communities and schools. A merger of community and school-based wraparound has been established in the La Grange Area Department of Special Education (LADSE) and currently is being implemented in pilot school districts throughout the state of Illinois. Guidelines for implementing school-based wraparound for students with EBD are provided, and implications for the organization of schools to facilitate the wraparound approach are discussed.

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Evidence-Based and Culturally Sustaining Practices for Diverse Students With Emotional and Behavioral Disorders

Intervention in School and Clinic ◽

10.1177/10534512211051073 ◽

2021 ◽

pp. 105345122110510

Author(s):

Vandana Nandakumar ◽

Nikita McCree ◽

Ambra L. Green

Keyword(s):

Special Education ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

Evidence Based ◽

Diverse Students ◽

Special Education Services ◽

Education Services ◽

Diverse Backgrounds ◽

To Receive ◽

Referrals For Special Education

Children from diverse backgrounds are more likely to receive special education services for emotional or behavioral disorders. These data validate the research that advocates for practitioners to use evidence-based and culturally sustaining practices. This article discusses how strategically implemented, evidence-based, and culturally sustaining practices can assist in preventing inaccurate referrals for special education services.

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Asset Mapping in Urban Environments to Support Students With Emotional and Behavioral Disorders

Intervention in School and Clinic ◽

10.1177/10534512211051072 ◽

2021 ◽

pp. 105345122110510

Author(s):

Joseph John Morgan ◽

Alain Bengochea ◽

Johnny Reed

Keyword(s):

Special Education ◽

Public Schools ◽

Urban Communities ◽

Behavioral Disorders ◽

Special Education Teachers ◽

Emotional And Behavioral Disorders ◽

Urban Environments ◽

School Intervention ◽

Asset Mapping ◽

Mapping Process

Public schools located within urban environments are a critical component of a larger social network in their communities, with important reciprocal interactions occurring across settings. This is especially important for students with emotional and behavioral disorders (EBD), as integration and alignment of home, community, and school intervention programming is essential for their outcomes. However, teachers often have a deficit-perspective of urban communities and lack the skills to identify assets that may support generalization of interventions for students with EBD in a variety of settings. Asset mapping is one way to help special education teachers reframe this perspective. Definitions of assets and the asset mapping process, as well as practical recommendations for special education teachers to identify assets within their school community environment, are provided.

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