Abstract
The authors note that identification as having emotional or behavioral disorders (EBD) is generally acknowledged to be stigmatizing. The stigma associated with identification as needing special education for EBD (or any other disability) could be reduced by talking in readily understood language about differences, accepting the reality of differences and what they mean for students' education, emphasizing the benefits of special education and the special skills needed to provide it, and working to make special education for students with EBD the special instruction and behavior management it should be. Research questions are proposed for each of the four suggestions.
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