Document Type
Article
Publication Date
2002
Publication Title
Education & Treatment of Children (ETC)
Volume
25
Issue
4
Pages
459-475
Abstract
Students with emotional/behavioral disorders exhibit a wide range of academic and behavioral problems. Not surprisingly, there is growing support for integrating instruction to address overlapping students' needs in both areas. In this article, we discuss instructional variables that contribute to a positive classroom climate and that serve as setting events for more focused group-individual instructional programs. We draw on the accumulated research to identify common non-academic challenges that should be incorporated into those programs. We examine issues that relate to the efficacy of instruction and also the cultural and chronological age differences among students and how they relate to planning for instruction. Finally, we offer several forms that illustrate ways to combine academics and non-academics into a manageable instructional plan.
Original Publication Citation
Gable, R. A., Hendrickson, J. M., & Tonelson, S. W. (2002). Integrating academic and non-academic instruction for students with emotional/behavioral disorders. Education & Treatment of Children (ETC), 25(4), 459-475.
Repository Citation
Gable, Robert A.; Hendrickson, Jo M.; Tonelson, Stephen W.; and Acker, Richard Van, "Integrating Academic and Non-Academic Instruction for Students with Emotional/Behavioral Disorders" (2002). Communication Disorders & Special Education Faculty Publications. 33.
https://digitalcommons.odu.edu/cdse_pubs/33
Included in
Disability and Equity in Education Commons, Educational Methods Commons, Special Education and Teaching Commons
Comments
Posted with the permission of the publisher.