- Subject index
Create lasting, positive change for our most troubled students!
How do you move beyond traditional classroom management to create a learning environment that engages our hardest-to-reach students—students who may be struggling due to emotional disturbances or disabilities or environmental circumstances? Michael Marlowe and Torey Hayden have the answer: through a relationship-driven classroom. With the help of their book, you will: Gain a meaningful understanding of troubled students and how to reach and teach them effectively; Learn how to change inappropriate behavior rather than just control it; Become more reflective about teaching and learning with challenging children
Drawing on real-life stories, including some of those described in Torey Hayden's bestselling books on working with troubled children, the authors shed new light on the challenges of working with hard-to-reach ...
Chapter 10: The Future
Programs for emotional and behavioral disorders are the most problematic and least successful services of special education. Research is consistent regarding the lack of improvement for children enrolled in these programs (Anderson, Kutash, & Duchnowski, 2001; Lane, Barton-Arwood, Nelson, & Wehby, 2008; Maggin, Wehby, Moore-Partin, Robertson, & Oliver, 2011; Siperstein, Wiley, & Forness, 2011).
Follow-up studies show that the educational, behavioral, and social outcomes of children placed in programs for emotional and behavioral disorders are the worst of any special education group. They are isolated, extremely deficient in academic skills, and unprepared socially for the critical transition to work. They do the poorest of any students in percentage in finishing school, finding postschool employment, and in the quality of their young adult lives ...