Add to ORKGStudents with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs
Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and int...
Background: While there is a plentitude of research that discusses the attrition of special educatio...
Many students with the disability label of Emotional and/or Behavioral Disorders (EBD) have a histor...
Transition from high school to adulthood is a difficult period of life for all youth, especially tho...
Students with emotional and behavioral disabilities (EBD) have had difficulties in achieving educati...
Individuals with emotional or behavioral disorders (E/BD) characteristically have experienced the le...
Students with emotional and behavioral disorders (SEBD) are among the most marginalized group of stu...
Triennial data collected by districts and reported by states identify students with emotional and be...
Postsecondary education is an important component of career development and enhancement, and academi...
It is well documented that students with or at-risk for emotional/behavioral disorders (EBD) have se...
Current literature suggests that among students with disabilities, students with emotional and behav...
This metasynthesis of the literature focuses on managing students with emotional/behavioral disorder...
Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-cont...
One of the most controversial issues in Special Education today is the placement of students with Em...
In this article, I examine challenges to better preparing teachers of students with emotional/behavi...
Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and int...
Background: While there is a plentitude of research that discusses the attrition of special educatio...
Many students with the disability label of Emotional and/or Behavioral Disorders (EBD) have a histor...
Transition from high school to adulthood is a difficult period of life for all youth, especially tho...
Students with emotional and behavioral disabilities (EBD) have had difficulties in achieving educati...
Individuals with emotional or behavioral disorders (E/BD) characteristically have experienced the le...
Students with emotional and behavioral disorders (SEBD) are among the most marginalized group of stu...
Triennial data collected by districts and reported by states identify students with emotional and be...
Postsecondary education is an important component of career development and enhancement, and academi...
It is well documented that students with or at-risk for emotional/behavioral disorders (EBD) have se...
Current literature suggests that among students with disabilities, students with emotional and behav...
This metasynthesis of the literature focuses on managing students with emotional/behavioral disorder...
Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-cont...
One of the most controversial issues in Special Education today is the placement of students with Em...
In this article, I examine challenges to better preparing teachers of students with emotional/behavi...
Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and int...
Background: While there is a plentitude of research that discusses the attrition of special educatio...
Many students with the disability label of Emotional and/or Behavioral Disorders (EBD) have a histor...