Introduction
Children with EBD such as conduct disorders, attention deficit hyperactivity autism disorder, and spectrum disorders often experience difficulties in certain development areas such as academic achievement and social adaptation. Due to the many difficulties, in most western countries, children with EBD are often placed in special education facilities designed to meet their needs. The structure and policies of special education are different in most countries, and they cover various issues from standard education in the regular classrooms to special classrooms with residential treatment. The special educational policies of many western countries focus on transferring children with EBD in the least restrictive environments. Children with EBD have a right to study in regular classrooms. Regular educational facilities should accommodate all children including those with EBD. Furthermore, families have an essential role in the development, persistence, and treatment of the condition. Also, studies reveal that children with EBD are highly likely to be transferred in environments that are restrictive because EBD is considered as a challenging disability that is handled in regular education. In most situations, children with EBD are transferred to separate facilities or segregated classrooms. However, the inclusion of EBD children in regular schools is still limited.
Kauffman, J. M. (1997). Characteristics of Emotional and Behavioral Disorders of Children and Youth : Merrill/Prentice Hall, One Lake Street, Upper Saddle River, NJ 07458.
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A behavioral or emotional disorder describes an emotional disability that is characterized by a displayed pervasive mood of depression or unhappiness, inability create healthy interpersonal relationships with other people, and consistent inappropriate behavior or emotions under normal conditions. It may also have some symptoms such as a displayed tendency to experience unreasonable fears, physical symptoms, or pains associated with school or personal issues. The individual may also experience an inability to learn that cannot be appropriately explained by certain health, intellectual, or sensory aspects. A student with the condition may exhibit one or more of the above emotionally described traits of sufficient intensity, duration, and frequency that they may interfere significantly with the educational performance to the extent that the student may require special education. For some preschool-age children, the symptoms may occur within their preschool environment. Also, the student's difficulty is often emotionally based and may not be appropriately addressed by general health, intellectual, sensory, or cultural factors. Emotional disorders may be categorized into anxiety disorders and mood disorders. Mood disorders occur when emotions or mood are not appropriate in certain situations. Anxiety disorders occur when a person remains anxious for extended time.
Authority: Kauffman is a widely respected author on the topic and has written various articles regarding children with EBD.
Timeliness: The source may be old, but the information does not differ from the most recent studies.
Bias: The article focuses mainly on the symptoms of children with EBD.
The accuracy of content: The research explains the symptoms of children and youth with EBD.
Efficiency: The source may be a bit old, but it is easily available online.
Landrum, T. J., Tankersley, M., & Kauffman, M. (2003). What Is Special About Special Education for Students with EBD? The Journal of Special Education , 37 (3), 148-156.
Children with disabilities may find it challenging to learn in a regular classroom. For children with EBD to function efficiently and have optimum use of individual learning potential and abilities, they may need educational support that is designed to fit their needs. The special support may be provided in different settings and restrictiveness such as transferring the child from a regular classroom to some special school. Over the past few decades, a lot of studies and research was done regarding special education, and they focus on the traits of children with EBD, the benefits of placing the children in special schools, and the special education services required by the population regarding the academic and behavioral development and progress. Nevertheless, despite the extensive research in the field, various issues remain unsolved regarding children with EBD. There should be better understanding of the condition and the special education needs of the population. There is little research regarding on the progress outcomes of special schools in comparison to regular schools. The information is highly relevant in coming up with improved learning environments for children with EBD. The special schools should support the social-emotional and cognitive development of the children.
Authority: Landrum, Kauffman, and Tankersley have adequate experience in the topic for over two decades.
Timeliness: The source may be old, but the information does not differ from the most recent studies.
Bias: The article does not make a strong argument why children with EBD should be placed in special schools.
The accuracy of content: The journal attempts to mention some of the unresolved issues regarding children with EBD.
Efficiency: The source may be a bit old, but it is easily available online.
Oliver, R. M., & Reschly, D. J. (2010). Special Education Teacher Preparation In Classroom Management: Implications For Students With EBD. Behavioral Disorders , 188-199.
The implementation and policies regarding the available provisions and special education of children with EBD are different from country to country. The special education services and placement are essential in the increasing continuum in restrictiveness such as separate classes, regular classrooms, and resource rooms in regular schools and special schools. Regardless of the different forms of special education, one of the primary concerns of special education in most countries is the need for inclusive education where they aim to educate most children with EBD as possible in regular classrooms. The ambition originates from the concerns and needs that the rights of children with EBD are disrespected when they are segregated from the practices and curriculum of regular education and their growing peers. Most countries are questioning the notion that the education of children with EBD in segregated environments is more efficient than special education. Most countries have shown interest in developing educational policies that are inclusive such as the Netherlands. All children especially those with EBD should be educated and socially interact in regular schools. Professionals should identify learning environments with the least restrictive environments for children with EBD. As the number of children with EBD increases, the society should find ways of integrating them with regular children.
Authority: Reschly and Oliver have written various articles regarding EBD and have conducted intensive research on the topic.
Timeliness: The source is about eight years old and incorporates information from previous researchers regarding the topic.
Bias: The article does not make a strong argument regarding special education.
The accuracy of content: The study seeks to explain the different policies regarding children with EBD in different countries and their varying approaches.
Efficiency: The source may be a bit old, but it is easily available online.
Macfarlane, K., & Woolfson, L. M. (2013). Teacher Attitudes And Behavior Toward The Inclusion Of Children With Social, Emotional And Behavioral Difficulties In Mainstream Schools: An Application Of The Theory Of Planned Behavior. Teaching and Teacher Education , 29 , 46-52.
The benefits of inclusive education relate mainly to the social aspects of interactions and being in the presence of their developing peers. The positive effects are enhanced communicative and social functioning, an improved self-concept, and the increased awareness of personal skills. However, the proponents of restrictive environments suggest that such environments offer increased specialized support and individual attention, and they are less likely to experience social exclusion. Over the past two decades, various studies focus on the efficiency of inclusive education for children with EBD on academic and behavioral outcome measures if they are compared with their growing peers or children with EBD in special classrooms or schools. However, the outcomes of the studies vary greatly, and the benefits of children with EBD studying in restrictive and inclusive environments remain unclear. Although the studies are incomplete while others are inconclusive, they offer essential concepts into the development and progress of children with EBD under special academic settings. Also, most studies focus on children with certain EBD such as ASD and ADHD.
Authority: MacFarlane and Woolfson have studied and compared research from different authors regarding the topic and summarized their findings in the article.
Timeliness: The source is about five years old and incorporates information from previous researches regarding the topic.
Bias: The article mainly focuses on including children with EBD in regular classrooms.
The accuracy of content: The study attempts to compare the pros and cons of children with EBD studying in segregated environments in comparison with regular schools.
Efficiency: The source is recent and can be easily accessed online.
Theule, J., Wiener, J., Tannock, R., & Jenkins, J. M. (2013). Parenting Stress in Families of Children with ADHD: A Meta-Analysis. Journal of Emotional and Behavioral Disorders , 21 (1), 3-17.
Nowadays, it is widely accepted the severity and development of problematic behavior is associated with the interplay of environmental influences and child characteristics. The nuclear family is the primary environments that affect child development. Other than academic underachievement and child temperament, family risk factors are highly linked with the emergence and consistence of various behavioral problems. Certain poor family functioning may have adverse impact on the social, emotional growth of a child and may increase the risk of certain emotional and behavioral problems such as a poor social network, poor parental responsiveness, inadequate family organization, inadequate parent-child communication, and a hostile relationship between parents. The environment that the development of children takes place is often mutually dependent on the transfer of certain learned behaviors from one part or region to another such as from a home to a school. A negative interaction between parents and a child may reinforce maladaptive behavioral responses. Moreover, children with EBD are more likely to come from poorly functioning families. Adverse family situations such as poor family functioning may highly affect the continuity and severity of problem factors associated with children with EBD, and it may reduce the efficiency of special educators.
Authority: Jenkins, Theule, Tannock, and Wiener have over two decades of experience regarding EBD and summarized some of their most significant findings in the journal.
Timeliness: The source is new and incorporates information from the most recent research regarding the topic.
Bias: The article mainly focuses on children with ADHD.
The accuracy of content: The study aims to explain the role of families in living with children with EBD.
Efficiency: The source is recent and can be easily accessed online.
References
Kauffman, J. M. (1997). Characteristics of emotional and behavioral disorders of children and youth : Merrill/Prentice Hall, One Lake Street, Upper Saddle River, NJ 07458.
Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). What is special about special education for students with emotional or behavioral disorders? The Journal of Special Education , 37 (3), 148-156.
MacFarlane, K., & Woolfson, L. M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior: Teaching and teacher education , 29 , 46-52.
Oliver, R. M., & Reschly, D. J. (2010). Special education teacher preparation in classroom management: Implications for students with emotional and behavioral disorders. Behavioral Disorders , 188-199.
Theule, J., Wiener, J., Tannock, R., & Jenkins, J. M. (2013). Parenting stress in families of children with ADHD: A meta-analysis. Journal of Emotional and Behavioral Disorders , 21 (1), 3-17.
