Abstract
This article explores several topics related to advocating for students with emotional and behavioral disorders. Included is a discussion of advocacy and integrity applied to the educator's work. Various misdirected advocacy positions are critiqued and a new advocacy agenda proposed focusing on program appropriateness, qualified personnel, least restrictive environment, and meaningful classification and assessment procedures.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
