ED465251 - School Reform Efforts for Children with Emotional Disturbances and Their Families - ERIC-ED465251 | Content Details

ED465251 - School Reform Efforts for Children with Emotional Disturbances and Their Families

Author: Kutash, Krista; Duchnowski, Albert J.; Kip, Stephanie; Oliveira, Brian; Greeson, Michael; Harris, Kay; Sheffield, Susan

Sponsoring Agency: National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC

Subject: Academic Achievement, Behavior Disorders, Educational Change, Educational Environment, Elementary Secondary Education, Emotional Disturbances, Family Involvement, Family School Relationship, Inclusive Schools, Outcomes of Education, Parent Teacher Cooperation, Partnerships in Education, School Restructuring

Abstract: This report discusses four studies that investigated the effects of school reform on outcomes for children with emotional and behavioral disabilities. The studies included evaluations of the reform and restructuring activities of schools and school districts and assessment of student outcomes and use of metal health services. One study involved 115 students in special education attending 1 of 10 rural and urban schools. Two-year follow-up data revealed statistically significant improvement in reading achievement over time, though the majority of students was still performing below expected grade levels. In another study, 23 special. education students attending a school implementing a cooperative approach involving teachers, parents, and community members working together to improve outcomes for students with emotional and behavioral disabilities were compared to 24 special education students at another school. Results found fewer of the students who left the partnership school were referred to more restrictive settings than were students who left the comparison school. Although no differences in emotional functioning were found between students who left the partnership school and those students who stayed, students who left the comparison school had more problems with emotional functioning than did students who remained. The two additional studies are described.