Date of Award

Winter 12-18-2015

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Sandra Cimbricz

Abstract

Within 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.

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