Education Week - September 7, 2016 - 11

standing of diversity for their peers.
Bringing up the issue of spillover
effects is sensitive for advocates
who fought long and hard for mainstreaming students with disabilities
into regular classrooms and some
note that the IDEA is civil rights
legislation, which means that separating students from their peers is a
form of segregation. And they point
to a long line of studies and advocacy
efforts that have built a case for successful inclusion of students with
emotional and behavioral disabilities.
Researchers and advocates also
note that the effects in these newer
studies were small, and that it's
hard to tell what behaviors might
have been prompting this effect.
It's fairly rare for young children to
be diagnosed with an emotional or
behavioral disorder, which suggests
these children's behavior might have
been unusually severe to be picked
up in this research, said Dr. Mark
Mahone, a co-director of the Center
for Innovation and Leadership in
Special Education, based at the Kennedy Krieger Institute in Baltimore.

capacity to respond to those spillover effects than noneffective classrooms," he said.

Classroom Concerns
While the academic debates are
resurging, the challenge of including students with emotional and
behavioral issues in regular classrooms is not new to teachers.
Stacey Campbell, a general education kindergarten teacher at the
Eagle Academy Public Charter
School in the District of Columbia, explained that, despite taking
some special education courses,
the lack of practical understanding

of disabilities often leaves her not
knowing how to best support her
students with emotional and behavioral disabilities. She acknowledges
needing help because she worries
about the rest of her students.
"A lot of times the specialists who
come in ... are only worried about
that one child but, as a general
education teacher, I have to worry
about that child and my other students," said Campbell. "I saw my
other students quickly pick up or
emulate the [disruptive] behaviors.
Some of it was reaction, like, if they
got hit, they were going to hit back
because they can only take so much
of name-calling or aggression, and

that's when it quickly escalates into
more aggressive behavior. It was
like a fire and spark, and it kept
going," she added.
Ruth Ryder, the acting director
of the office of special education
programs at the U.S. Department
of Education echoed the need for
better teacher preparation: "Training for general education teachers
and school leaders is usually void
of any classroom-management
courses."
Her office has tried to plug that
knowledge gap by releasing a guide
last year that compiles resources,
including best-evidence practices
for children with emotional behav-

ioral disabilities, for educators and
parents to assist with understanding IDEA's provisions and their
classroom applications.
Campbell said educators should
continue to openly discuss the challenges involved in meeting the
needs of both the students with
emotional or behavioral disturbances and their classmates.
"I think that we do shy away from
it and I feel like it's one of those
things that it's going to keep prevailing," she said.
Not talking about it "is part of the
reason why the teachers get burned
out and get out of the classroom,"
Campbell added.

Teacher Quality
Lisa Carey, an education consultant for Kennedy Krieger Institute,
works directly with two pre-K-8
schools in Baltimore on practices to
support inclusion of students with
disabilities. She noted that many
of the negative effects on students
in these studies were shown to be
mitigated when teachers had special
education experience.
In Gottfried's 2016 study, for example, students who had both a
classmate with an emotional disability and a less-experienced teacher
had more absences than students
who were taught by more-experienced teachers. Also, students who
had a classmate with an emotional
disability and whose teachers were
certified in special education had
fewer absences than students whose
teachers were not certified in this
area.
Hanushek also said that the current research did not sufficiently
control for issues such as whether
students who were already struggling tended to be placed in classmates with peers who had disabilities, or whether the children
without disabilities had other challenges that might have affected
these outcomes.
"They say they've controlled for
these factors, but these are difficult
things to control for," he said.
Another expert, George Sugai, the
co-director of the National Center
for Positive Behavioral Interventions and Supports, said that, while
spillover effects are "probably real,"
the focus should be on the larger
classroom environment.
"The question becomes how significant [the negative effects] are
and how effective those teaching
environments are where those spillover effects are happening," he said.
At the federally funded interventions and supports center Sugai
helps head, schools can partner to
receive support and coaching on
how to best equip their teachers
to address the needs of students
exhibiting disruptive behaviors,
with or without disabilities. "Effective classrooms tend to have better
EDUCATION WEEK | September 7, 2016 | www.edweek.org | 11


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Education Week - September 7, 2016

Table of Contents for the Digital Edition of Education Week - September 7, 2016

Education Week - September 7, 2016
Contents
Are Dual-Enrollment Programs Being Oversold?
Inclusive Classes Have Downsides, Researchers Find
For New Kindergartners, a Whirlwind Introduction
Report Roundup
Tax Boosts to Aid K-12 Up for Vote
News in Brief
Amid Shortage Fears, States Ease Teacher-Licensing Rules
Rating Materials for Reading
Longer Day, Year Required for Many Head Start Programs
DIGITAL DIRECTIONS: Parent Group Sees Education Technology ‘Threats’
Draft ESSA Funding Rules Unveiled
Trump Taps Indiana Lawmaker’s Staffer To Craft Plan on School Choice
Amid School-Closure Worries, Mich. Lists Low-Performers
NICHOLAS C. DONOHUE: Don’t Fix High Schools, Transform Them
BARBARA DUFFIELD: How ESSA May Help Homeless Students
NITA LOWEY: ‘Books, Not Bullets’
Letters
T opSchoolJobs Recruitment Marketplace
ALFIE KOHN: Bullying the Bully
Education Week - September 7, 2016 - Tax Boosts to Aid K-12 Up for Vote
Education Week - September 7, 2016 - 2
Education Week - September 7, 2016 - Contents
Education Week - September 7, 2016 - News in Brief
Education Week - September 7, 2016 - 5
Education Week - September 7, 2016 - Rating Materials for Reading
Education Week - September 7, 2016 - Longer Day, Year Required for Many Head Start Programs
Education Week - September 7, 2016 - DIGITAL DIRECTIONS: Parent Group Sees Education Technology ‘Threats’
Education Week - September 7, 2016 - 9
Education Week - September 7, 2016 - 10
Education Week - September 7, 2016 - 11
Education Week - September 7, 2016 - 12
Education Week - September 7, 2016 - 13
Education Week - September 7, 2016 - 14
Education Week - September 7, 2016 - Trump Taps Indiana Lawmaker’s Staffer To Craft Plan on School Choice
Education Week - September 7, 2016 - Amid School-Closure Worries, Mich. Lists Low-Performers
Education Week - September 7, 2016 - 17
Education Week - September 7, 2016 - BARBARA DUFFIELD: How ESSA May Help Homeless Students
Education Week - September 7, 2016 - NITA LOWEY: ‘Books, Not Bullets’
Education Week - September 7, 2016 - Letters
Education Week - September 7, 2016 - 21
Education Week - September 7, 2016 - T opSchoolJobs Recruitment Marketplace
Education Week - September 7, 2016 - 23
Education Week - September 7, 2016 - ALFIE KOHN: Bullying the Bully
Education Week - September 7, 2016 - CT1
Education Week - September 7, 2016 - CT2
Education Week - September 7, 2016 - CT3
Education Week - September 7, 2016 - CT4
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