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Viewing report
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Academic Remediation for Adolescents with EBD. Edition No. 1
VDM Publishing House, June 2009, Pages: 212
The current literature illuminates alarming acadmic
deficits demonstrated by adolescents assigned to
self-contained classrooms for emotionally
behaviorally disabled adolescents in reading and
mathematics. EBD challenged students pose an
extremely poor post public education prognosis. High
school graduation rates are a paltry 49%. Many
general education classroom learning environments
shun the emotinally disabled adolescent. Teachers
and non-disabled peers segragate themselves from the
ebd adolescents. Is it possible for EBD students to
demonstrate sustained academic and social growth in
the cooperative constructivist learning environment
that is further enriched with Rational Emotional
Treatment?
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