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Published by the Institute on Community Integration (UCEDD) and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota Volume 18 Number 2 Spring 2005
In today’s K-12 schools, educators must effectively work with increasingly diverse populations in their classrooms. This includes educating students identified as having emotional/behavioral disorders (EBD) in the general education classrooms and ensuring their inclusion in all aspects of the school community. This can be a challenging task for several reasons. To effectively educate students with EBD there must be collaboration between all the instructional and administrative staff in the school; everyone must be “on the same page” in implementing prevention and intervention efforts. In addition, there must be a willingness on the part of teachers to explore new teaching methods that more actively engage students with EBD. Ongoing staff development and training are needed to update and maintain educator skills in working with students with EBD. And sufficient resources must be available at the school and district level to sustain programming. This Impact describes how these and other challenges are being addressed around the country, and offers strategies that have been demonstrated to improve positive educational and social outcomes for students with EBD in today’s K-12 schools.
Meet Josh (sidebar)
Supporting the Dream of Becoming a Poet (sidebar)
Managing Editor: Vicki Gaylord
Mary Quinn American Institutes for Research Washington, DC
Camilla A. Lehr Institute on Community Integration University of Minnesota
Impact is published quarterly by the Institute on Community Integration (UCEDD), and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota. This issue was supported, in part, by Grant #90DD0579 from the Administration on Developmental Disabilities, US Department of Health and Human Services; and Grant #H133B031116 from the National Institute on Disability and Rehabilitation Research, US Department of Education.The opinions expressed are those of the authors and do not necessarily reflect the views of the Institute, College, University, or their funding sources.
For additional copies or information contact:
Institute on Community Integration University of Minnesota 109 Pattee Hall, 150 Pillsbury Drive SE Minneapolis, MN 55455 612/624-4512 firstname.lastname@example.org
Impact is available in alternative formats upon request.
Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu). Citation: Gaylord, V., Quinn, M., McComas, J., & Lehr, C. (Eds.). (2005). Impact: Feature Issue on Fostering Success in School and Beyond for Students with Emotional/Behavioral Disorders 18(2). Minneapolis: University of Minnesota, Institute on Community Integration. Available at http://ici.umn.edu/products/impact/182/default.html. __________
Hard copies of Impact are available from the Publications Office of the Institute on Community Integration. The first copy of this issue is free; additional copies are $4 each. You can request copies by phone at 612/624-4512 or e-mail at email@example.com, or you can fax or mail us an order form. See our listing of other issues of Impact for more information.
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