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 http://www.exploravision.org/educationweek http://www.edweek.org

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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