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dc.contributor.advisorCimbricz, Sandra
dc.contributor.authorDavis, Emily R.
dc.date.accessioned2021-09-07T21:57:59Z
dc.date.available2021-09-07T21:57:59Z
dc.date.issued2015-12-18
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5850
dc.description.abstractWithin the last five years, the Department of Education Archives (n.d.) indicates the number of students classified with emotional disabilities ED enrolled in public schools has increased by ten percent. These increased numbers require that teachers need to be prepared to successfully support students with ED. This analytic review explores ways to meet the students’ needs both academically and emotionally. Discussion of placement, academic and social interventions, and the nature of special education proved focal. My analysis suggests that there needs to be a blend of academic supports and behavior modifications in place for students with ED for them to be successful. The most successful placement is found to be a self-contained classroom within a mainstream building. This placement allows students to move fluidly between mainstream and self-contained classroom. As a result, they are academically challenged while also having the emotional support of an educator who specializes in that work.
dc.subjectStudents With Emotional Disturbances
dc.subjectSelf-Contained Classroom
dc.titleEducating All Students? Successfully Supporting Students with Emotional Disabilities
dc.typethesis
refterms.dateFOA2021-09-07T21:57:59Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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