The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-08e

Bibliographic reference :
Wehby, J.H., Lane, K.L., & Falk, K.B. (2003). Academic Instruction for Students with Emotional and Behavioral Disorders. Journal of Emotional and Behavioral Disorders, 11(4), 194-197.

Abstract :

Following the conclusion drawn from the National Longitudinal Transition Study-2 (2003) to the effect that the lack of research on the academic needs of children with emotional and behavioural disorders (EBD) contributed, in part, to increase the risk of absenteeism, failure, or poor academic performance and school dropout, the authors present an analysis of the reasons that might explain such a situation.

They suggest some possibilities that might explain this issue: (1) behavioural problems would require many interventions, would prevent teachers from providing high-quality instructions to students with EBD; (2) students with EBD would influence the behaviour of teachers by essentially leading teachers to provide less instruction; (3) shortcomings in basic teacher preparation making teachers ill-prepared to cope with these types of problems; (4) the limited research in the area of academic instruction has led to the absence of an empirically valid knowledge base for guiding future research and teacher training.

The authors were most concerned with the need to establish a solid foundation of empirical work with regard to the adaptation of teaching students with EBD. They conclude their article by stressing the importance of preparing future teachers properly in order for them to better meet the academic and behavioural needs of their students, and the need to develop instructional strategies adapted to these students.

Links :
This journal is also available in electronic format

Key Words :
Behavioural Disorders, Emotional Disorders, Academic Needs, Instruction, School Failure, School Dropout, Learning Difficulties

Monitored Countries :
United States