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Canadian School Programs for Students With Emotional/Behavioural Disorders: An Updated Look

Canadian School Programs for Students With Emotional/Behavioural Disorders: An Updated Look. Don Dworet and Kimberly Maich Brock University, St. Catharines, Ontario, Canada. Who are the authors??. Don Dworet-

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Canadian School Programs for Students With Emotional/Behavioural Disorders: An Updated Look

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  1. Canadian School Programs for Students With Emotional/Behavioural Disorders:An Updated Look Don Dworet and Kimberly Maich Brock University, St. Catharines, Ontario, Canada

  2. Who are the authors?? Don Dworet- • Associate Professor in the Faculty of Education at Brock University in St. Catharines Ontario • Editor of “The Council for Children with Behavioral Disorders” newsletter • Research interests are special education, teacher education, behaviour disorders of children and youth, provincial policy and special education

  3. AND... Kimberly Maich- • Associate Professor of Education at Redeemer University and Brock University • Autism specialist for McMaster Hospital’s ASD school support • She describes special education as her passion • She is currently contributing to research that is examining the programs for special education across Canada

  4. What was the purpose of the article? • An updated review • Surveyed all the provinces and territories in Canada • What are the similarities and discrepancies in jurisdictional policies and services? • What previous concerns have been addressed? • What are the emerging issues for further dialogue?

  5. How was the snapshot formed? • They used a survey .... And got 100% return on this survey!

  6. This gives an accurate picture of what is happening in all jurisdictions across Canada and allows us to see what is being done and what still needs to be done. ...

  7. The authors used visual tables to summarize their findings • There were 16 major questions and 13 jurisdictions • This would equal 208 bits of information • Using these charts makes it easy to access the information • And easy to cross-reference the information

  8. The first table gives us a historical perspective....

  9. Cross Referencing - Cross referencing table three and four you can see that the province that has 12.6% prevalence is the province that has no definition........ HOW DOES THAT HAPPEN??

  10. They compared the data to three previous studies.... • 1970- Hirshoren, Schultz, Manton and Henderson- United States • 1981- Csapo- Canada • 1990- Dworet and Rathgeber • 2007- Dworet and Maich

  11. Periodic Reviews of literature The authors pointed out that there have been reviews of literature overtime to follow the change of state of the service provision for students with E/BD.... They found... • No consensus or stability in the definition for reasons such as • Inclusive education model • Wanting to meet individual needs • Deferring to clinical professionals This trend has done nothing to solve the inconsistency in delivery of service to students with E/BD.

  12. What did they find? • There is still lots of inconsistency BUT.... • There is a positive trend towards inclusion • A high rate of service eligibility • A broad continuum of service

  13. More Findings.... • There is still a huge range in definitions- going from none to severity based • There is still no national definition and this causes inequity in the service of these students • Inclusion is sometimes an excuse for no service or support, yet without it students can become worse in the regular classroom • The United States has had a definition in place since 1977 yet the authors of this article point out it does not solve all the problems!

  14. Some responses most likely reflect underlying educational beliefs.... This can be seen in the broad range of ways to identify students across Canada

  15. Paraprofessionals and teachers do not have consistent training to deal with students with E/BD • These students need a trained support system • This support is minimal and inconsistent across Canada • Knowing the prevalence of students with E/BD is still a great concern

  16. Conclusions • A call for consistent governmental policy to ensure teachers have enough training to teach students with E/BD • This government policy should ensure a level of service for these students that is consistent across Canada • Maintain the inclusionary emphasis, but make sure teachers are adequately prepared

  17. Does The article serve its purpose? Yes- • It gives us the snapshot that was promised by the authors • It engages in a discussion of what the issues are • It looks at three other articles for comparison to see if previous concerns have been discussed • It gives us information from all 13 jurisdictions • It had 100% return on the survey – this increases reliability

  18. Do I have any criticisms? • I think the title is a little misleading • I think the conclusion is a little brief and felt a little rushed • Overall I think they accomplished what they started out to accomplish

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