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• W64357036 abstract "Inclusion of students with disabilities, including children and youth diagnosed with emotional and behavioral disorders, has been a prominent and contentious issue for decades. Yet, in spite of the extraordinary attention given this topic, there has been a general absence of empirically sound research to guide policy and practice. This article discusses four research-oriented themes relative to inclusion of students with Emotional and Behavioral Disorders (EBD) in general education settings: (a) the appropriateness and relevancy of current inclusion measurement targets; (b) the extent to which inclusion is a clearly identified and independent treatment variable; (c) the extent to which inclusion research has sufficient external validity to give it generalization value; and (d) the social validity value of research connected to inclusion of students with EBD." @default.
• W64357036 created "2016-06-24" @default.
• W64357036 creator A5021384603 @default.
• W64357036 date "2004-11-01" @default.
• W64357036 modified "2023-09-25" @default.
• W64357036 title "Inclusion of Students with Behavior Disorders in General Education Settings: Research and Measurement Issues" @default.
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• W64357036 doi "https://doi.org/10.1177/019874290403000104" @default.
• W64357036 hasPublicationYear "2004" @default.
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