Although students with emotional and behavioural disorders often have academic defi cits, the interventions provided for these students usually focus on their behaviour. The result may be that the academic needs of this population are neglected and possibly increase due to neglect. While the research is inconclusive, it suggests that there may be a reciprocal relationship between poor academic achievement and problem behaviour. Without early and effective intervention, students with emotional and behaviour disabilities (EBD) are likely to be at risk for poor academic as well as psychosocial outcomes. The purpose of this review is threefold: (a) to review the recent research on the academic achievement, particularly reading achievement, of students with EBD; (b) to describe the current classroom instruction provided to students with EBD; and (c) to review the research on what constitutes effective instructional practice for this population. The paper closes with recommendations for future research.
de Lugt, J. (2007) Academic Achievement of Students withEmotional and Behavioural Disorders:A Review of the Research. Exceptionality Education International, 17, 111-136. Retrieved from http://ir.lib.uwo.ca/eei/vol17/iss3/6