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International Journal of Special Education, v25 n2 p162-170 2010

This paper presents cross-cultural comparisons on definitions, prevalence, and outcomes of students with emotional-behavior disorders (EBD). In addition, the paper addresses the concern of disproportionality and the need for teachers of students with behavior problems to be culturally responsive to perceived inappropriate behaviors. A review of literature revealed that most Western countries recognize EBD as a disability and provide special services to students with this label, while developing countries continue to be more likely to address more visible disabilities. The review of literature modestly suggests that (1) labeling results in appropriate intervention, positive outcomes, and accountability data, (2) teachers must recognize how their beliefs on behavior are mediated by a number of factors (including ethnicity, socioeconomic status, and gender), (3) inclusive practices must be implemented responsibly in the context of high accountability reform, and (4) preventive approaches to EBD must begin early in the classroom with culturally competent teachers.

Descriptors: Disproportionate Representation, Behavior Disorders, Emotional Problems, Cross Cultural Studies, Definitions, Incidence, Literature Reviews, Cultural Awareness, Educational Improvement, Attitudes toward Disabilities, Accessibility (for Disabled), Teacher Effectiveness, Educational Opportunities, Educational Assessment, Educational Indicators

International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com





Autor: Chakraborti-Ghosh, Sumita; Mofield, Emily; Orellana, Karee

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2342&id=EJ890595







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