School Violence Prevention and Intervention
Schools and Special Education
Functional Behavioral Assessment
Prevention Strategies that Work
Prevention and Early Intervention
Promising Practice in Children's Mental Health
Strengthening the Safety Net
Why Are We Surprised?
Some students with disabilities achieve poor learning outcomes and exhibit troubling behavior in schools, reflecting the lack of supports that many students and their teachers receive - particularly when they are served in regular school environments.
The Congressionally mandated National Longitudinal Transition Study of Special Education Students (P.L. 98-199) documented the lack of support these students and their teachers receive (Hebbeler, 1993):
Such poor results are not inevitable. Statewide efforts in Vermont have enhanced the capacity of schools and teachers to address the diverse learning and behavioral needs of students with disabilities, and evaluations of these efforts have demonstrated that they have, indeed, improved student learning and behavior.
Vermont's BEST (Building Effective Supports for Teaching Students with Behavioral Challenges) initiative is designed to help all schools develop effective strategies and interventions to anticipate, prevent, and respond to the challenging behaviors of students, thus benefiting the entire school community. The initiative focuses on:
BEST has developed a variety of materials, and has offered training in Crisis Prevention and Management (CPM). The number of requests for learning physical intervention skills has declined significantly since teachers have been provided with CPM training. In short, the BEST Program demonstrates how schools can be effective in educating children with challenging behavior.
Hebbeler, K. (1993). Traversing the mainstream: Regular education and students with disabilities in secondary school. A special topic report from the National Longitudinal Transitional Study of Special Education Students. SRI International. Washington, DC: US Department of Education, Office of Special Education Programs.
|© 2001 The CECP is part of the American Institutes for Research (AIR), and is funded under a cooperative agreement with the Office of Special Education Programs (OSEP), U.S. Department of Education (ED), with supplemental funding from the Center for Mental Health Services (CMHS), U.S. Department of Health and Human Services (HHS).|