An exploratory study: are African American children diagnosed with emotional behavior receving effective treatment through special education programs, 2006

The purpose of this exploratory study is to examine the perception of a key informant of the special education process for African-American children who are diagnosed with an emotional behavior disorder. A special education teacher was interviewed on her perceptions of racial disparities in referral patterns and efficacy of behavior treatment interventions for African-American children. A sample size of 1 was examined for the study. The objective of this study is to further inform school social workers about variables that have affected African-American children with an emotional behavior disorder. These African-American children can be displaced in special education programs due to educational faculty being misguided by Individualized Educational Plan assessments. After, reviewing the expected results a more intensive study on African- American children who are diagnosed with an emotional behavior disorder will need to have an educational plan that is more suited to address their behavioral problems while in the classroom. This study has determined that school faculty members need to incorporate an educational plan that will strengthen the minds of African-American children that have an emotional behavior disorder. This study has also provided information showing that school faculty is content with African-American children attending special education programs due to their disrupted behavior. These school social workers need to be provided with appropriate techniques in order to place children into education programs that will help stimulate their minds and make them become positive role models in society