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Chapter 5: Introducing Social, Emotional, and Behavioral Issues Into the Curriculum
Physical inclusion in the general education classroom, which may be outlined as part of a student’s IEP, does not guarantee social acceptance. This chapter provides teacher tips and practical strategies regarding how to address complex and diverse social, emotional, and behavioral issues to build more successful classrooms. As delineated in this chapter, with proper guidance, teachers can help students connect to themselves, others, the curriculum, and—most important—life!
Whether a child with special needs is in a preschool or elementary, middle, or high school inclusion class, he or she faces the academic demands of the curriculum and social expectations with peers. For example, a student ...