Davey Higgins

05/06/2024 · Senior High School

Learning and Academic Supports By definition, learners with EBD experience academic problems and poor scholastic achievement (Bos \& Vaughn, 2006; Kauffman, 2005). Nevertheless, academic instruc- tion has received relatively limited attention and has clearly been secondary to behavior management (Bos, Coleman, \& Vaughn, 2002; Downing, 2007). As a consequence, just as observed by Knitzer, Steinberg, and Fliesch (1990) years ago, programs for students with EBD continue to accentu- ate behavior control and give far too little attention to pupils' academic needs (Hodge, Riccomini, Buford, \& Herbst, 2006; Reesd, Gonzalez, Nordness, Trout \& Epstein, 2004) despite researchers' realization of the importance of well-planned and stimulating academic programs. In spite of its relative lack of attention, it is clear that scholastic skills are essential for students with EBD and are central elements of an appropriate program and posi- tive outcomes (Gunter \& Deny, 1998; Kostewicz \& Kuhina 2008 Acrordinolv clearlv desioned and stric-