Special Education and Reducing Associated Stigma with EBD students

Special Education and Reducing Associated Stigma with EBD students

Complete a article Review on the attached article. When composing the review, practice using graduate professional writing. Do not begin with “This article is about…” Instead, open the review with a strong thesis statement and summarize the author’s main points in the first paragraph. Using third person, state your personal reaction to the
article in the final paragraph (“This author agrees/disagrees…” or “one can see that…”).

1. Structure and Organization needs to have a Clear introduction and strong subject evidence, clear and appropriate transitions. Needs to have appropriate paragraphing. Needs to be Logical, strong conclusion rising from content.
2. The Content of the article needs to have the following: Assignment parameters (length, subject, objectives) are observed, the Focus needs to be clear and coherent (good sense of audience); needs to have Obvious understanding of subject; needs to be Orderly development. Assertions are clearly supported and/or illustrated.
3. The grammar and mechanics of the article needs to have: each Sentence needs to have fluency, coherent, unified, varied, each Sentence structure complete. All paragraphs needs to have correct spelling, punctuation, capitalization., varied diction and good word choices.

Special education is paramount in improving the educational and social lives for students with Emotional and Behavioral Disorders (EBD) and de-stigmatizing the service encourages its uptake. From the discussion on special education there are basic practices that improve the results of the subject to EBD students and their families (Kauffman and Badar, 2013). Discussion about the differences in simple language creates a better understanding rather than a mere change of label of wording referring to a disorder. Accepting the reality of disability (EBD) and what it means for education is paramount in-order to improve the approach of educators. It also requires that the fact of differences in students with EBD get accepted including their educational needs such as social-interpersonal behavior and academic achievement. Emphasis on benefits of special education and skills required to provide the instructions is essential while making special education for EBD students entail its true meaning or purpose is also significant.


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