skip navigation

PUBLICATIONS

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 97242 Find in a Library
Title: Special Education and Programs for Behavior Problem Youth (From School Programs for Disruptive Adolescents, P 111-132, 1982, by Daniel J Safer See NCJ-97299)
Author(s): D J Safer
Date Published: 1982
Page Count: 22
Sponsoring Agency: University Park Press
Baltimore, MD 21202
Sale Source: University Park Press
300 N Charles
Baltimore, MD 21202
United States of America
Language: English
Country: United States of America
Annotation: This chapter discusses special education classes for learning-disabled (LD) and emotionally disturbed (ED) children and considers whether all LD and ED children should be included in special education curriculums.
Abstract: Special education criteria for the identification of LD and ED students are identified, and the fact that most LD and ED students selected for special education classes not only fit special education criteria but also have prominent behavioral disorders (BD) is noted. The placement and methods of special education classes are addressed, with special attention directed to self-contained classes, resource rooms, and remediation of learning disabilities. Definitions and exclusions for students with learning disabilities and emotional disturbances are described. The practice of giving priority to the inclusion of elementary over secondary school students in special education courses is considered, as is bias in the selection of males over females and of minorities out of proportion to their numbers. Additionally, the chapter emphasizes that persistently disruptive behavior is not a formal category or major criterion under Public Law 94-142 and that BD children have complex problems that merit concerted remedial efforts. Also discussed are evidence that most of the LD and ED children will not receive special education support in the 1980's, additional problems with Public Law 94-142, and the need for regular education to provide better, more useful, and more attractive services for LD, ED, BD, failing, and very low-track students. Suggestions for integrative school programming for BD children are offered; recommendations for parent lobby groups are provided. Included are 122 references.
Index Term(s): Adolescent attitudes; Alternative schools; Compensatory education; Educationally disadvantaged persons; Learning disabilities; Ungovernable juveniles
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=97242

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.