Abstract
Abstract
This paper explores the research on the efficacy of special education for students, kindergarten through twelfth grade, who are emotionally disturbed. In 2011, 371,000 students were diagnosed with an emotional disability that resulted in those students receiving special education in public schools (Kupper, 2010). For this paper Emotionally Disturbed (ED) is defined by utilizing the definition found within the Individuals with Disabilities Education Act (IDEA).
The purpose of this paper is to explore whether or not a special education classroom is the best fit for emotionally disturbed students. The possibility of the general education classrooms with services as more appropriate environments for students with emotional disabilities is also explored. This paper will discuss a variety of options for students who are emotionally disturbed.
