Document Type

Essay

Publication Date

Spring 2017

Scholarship Domain(s)

Scholarship of Teaching and Learning

Abstract

Teaching strategies and supports provided for students with emotional disturbance have evolved over the years. These changes are observed throughout three descriptive studies focused on specific writing strategies spanning three decades from the 1970s until the 1990s. Multiple changes are observed. For instance, terms other than the current “emotional disturbance” have been used over the years. The approach to schooling children with emotional disturbance has also shifted, from an emphasis on functional goals to focusing on academic progress. Additional changes include a more practical approach to implementing these writing strategies and an increased involvement throughout for these students. These changes present an overall positive step toward better implementing instruction and aid to children with emotional disturbance.

Comments

Recommended by Dr. Ruth Reynolds, Olivet Nazarene University, School of Education

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.