• Abstract & Introduction
• Expanding Social Risk Factors
• Deteriorating Public Policy
  • Defining EBD
  • Welfare Reform
  • Mental Health Services
• Ineffective Educational Programming
  • Curriculum Issues
  • Management Issues
  • Placement Issues
  • Lack of Efficacy
  • Personnel Issues
• A Challenging Future
• An Advocacy Agenda
• References

Thus far our discussion has sounded pessimistic about the field of EBD in general and the many issues that play a role in keeping our students at a disadvantage. While we acknowledge the many challenges facing our field, we also see reasons for some optimism about the future. In fact, because things seem so bleak today in terms of human services, we think that the tide will turn once again toward caring for and nurturing those who cannot fully care for themselves. Some of the current hopeful signs include continued federal funding of mental health services for children (e.g., Child Mental Health Services Program, Children and Adolescence Service System Program, and the mental health block grant to states); increased interagency collaboration and focus on children with emotional and behavioral disorders (i.e., Osher, Osher, & Smith, 1994); increased training of "inclusion" teachers in methods for dealing with diverse student populations; and increased support for prevention programs (i.e., early intervention programs, drop-out prevention programs).

However, we realistically believe that federal mandates must continue to exist to assure appropriate educational opportunity for special education students, particularly those with EBD, although these mandates will probably be weakened. Special educators will continue to be trained as generalists until such time that specialists are again deemed necessary. We think that public education will continue to struggle until schools are given a manageable mandate, and until they have consistent support to address children’s developmental needs. We predict a change from the mean-spirited activities of the 104^th Congress toward a more moderate domestic social agenda, with a more local resistance to anything "radical." Finally, we do not believe that we will see a decline in the number of students needing mental health services in the near future.

Predictions are most useful if they spur responsible action. As Jim Kauffman (1993) wrote: "In a world of rapidly changing social institutions and conventions, special education is being subjected to enormous pressures for change. Special education’s future—and the futures of the students who are its primary concern—will largely be determined by responses to these pressures" (p.6). We have some suggestions for those responses in regard to those of us working with young people with, or at risk for, EBD. Although not comprehensive, the following may form a common mission among those who care about these individuals.

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