EDUCATORS PERCEPTIONS OF EFFECTIVENESS OF PROGRAMS FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL-DISORDERS

Perceptions of staff in self-contained programs for students with emot ional and behavioral disorders (EBD) in a district committed to inclus ion, interagency coordination, and staff training were compared with p erceptions in the same programs when the programs were newly developed and of staff working with children with EBD in mainstream settings. A s self-contained programs for children with EBD became well-establishe d, parent/school relationships noticeably improved. Even when relative ly new, self-contained programs were perceived by staff to be superior to mainstream programs in resources and teaching strategies. Well est ablished self-contained programs were perceived as superior to relativ ely new mainstream programs in resources, teaching strategies, program components, and parent/school relationships. Regardless of program, s tudents with EBD were perceived as making moderate progress and as bei ng moderately aggressive.