Elementary Day and Residential Schools for Children With Emotional and Behavioral Disorders: Characteristics and Entrance and Exit Policies  

Oleh:

Gagnon, Joseph Calvin ; Leone, Peter E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Remedial and Special Education vol. 26 no. 3 (2005), page 141-150.
Fulltext: 141.pdf (133.23KB)

Isi artikel

Limited information exists about treatment programs for children with emotional and behavioral disorders (EBD) in the elementary grades. This national study provides a description of firstthrough sixth-grade day treatment and residential schools for students with EBD in two areas: (a) characteristics of schools (e.g., philosophy, accreditation, length of school year) and (b) current school-level entrance and exit policies. A random sample of 480 principals from public and private day treatment and residential schools were mailed a survey. A total of 271 (56.45%) principals responded. The results indicated that schools relied on a behavioral philosophy, maintained a balance between education and therapeutic issues, and were commonly accredited by state departments of education. Furthermore, few schools had specific policies related to follow-up of students after discharge. The implications of these findings are discussed.

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