Children who are labeled as Emotionally Disturbed (ED) are a small but significant part of the population of special education students in the United States. Despite these small numbers, they require a disproportionately large share of the special education budget.
Nationally, 8% of children with ED are placed in residential treatment programs, yet these students account for 25% of the national funding (Wagner, 1995). Students labeled ED consume an inordinately large amount of professional time. And despite these small numbers and the enormous investment of energy, time, money, the outcome for these students is bleak at best (Wagner, 1995). What’s wrong with this picture?
Overview
There seems
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