Date of Award

Fall 12-3-2014

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Carol Wade

Abstract

The number of students identified as having an emotional and behavioral disorder (EBD) are increasing rapidly and still underreported. These students often have significant behavioral, social and academic deficits that pose challenges within and outside the school setting and are among some of the most difficult students to teach with the bleakest post-school success or employment rates. Research reveals several effective procedures for conducting interventions to increase performance, participation and engagement and in lowering the number of inappropriate behavior occurrences within the classroom. Based on these findings, an algebra unit plan on quadratics has been developed to assist and direct students with EBD to overcome these difficulties and to demonstrate to the reader and to mathematics teachers that there are both content and pedagogical strategies that work simultaneously to help students with EBD in achieving higher academic performance and increased school engagement. By working in the students Zone of Proximal Development and incorporating these empirically based teaching methods teachers can assist students with EBD obtain grade level proficiencies and have a profound effect on these students and their outcomes.

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