Question:

I teach a generic special ed class in the elementary school setting. Many of our referrals are based on Behavior Disorders (BD) or Learning Disablilities (LD). The students who are classified as BD are often on grade level but can not function in the regular classroom because of behavior problems. It is extremely distracting to other students trying to learn. When they are placed in the self-contained classroom with LD children, we face the same challenge. How is placing them with LD students who need even more attention a Least Restrictive Environment for all involved? How does law and research feel about having a separate class for students who have (BD)?

Answer:

Whew! I understand your quandary, and I do have some thoughts:

1. All your BD students are on grade level? Wow, most of mine were not. I see this as an opportunity. Since most of them have social skill deficits and self esteem deficits, can you use their academic ability to have them as peer tutors, models, group leaders, or other roles that can address their needs while helping their peers?
   
2. Creating a caring community where students feel connected to each other, with programs such as Tribes, can prevent many problems.

   http://www.inclusive-solutions.com/circlesoffriendsarticle.asp

   http://www.tribes.com/ creating a positive classroom environment is the most effective way to improve behavior and learning. The Tribes TLC ® process is the way to do it.

   Students achieve because they:

   • feel included and appreciated by peers and teachers
   • are respected for their different abilities, cultures, gender, interests and dreams
   • are actively involved in their own learning
   • have positive expectations from others that they will succeed.
     
3. My experience with students with learning disabilities is that many also have social skill deficits. Some are less mature than their peers, some are impulsive, and some have self esteem issues that come from years of being unsuccessful in school. Thus, I think that strategies to teach social problem solving, self management, conflict resolution, taking responsibility, using I-messages, what to do about bullying, would be appropriate for the whole class. Here are a few resources:

   http://inclusion.com/path.html -
   PATH is a planning tool which starts in the future and works backwards to an outcome of first (beginning) steps that are possible and positive. It is excellent for team building. It has been used to mediate conflicts.

   http://www.skillstreaming.com/ -
   classic program for teaching pro-social skills

   http://www.pb5th.com/selfmoni.shtml -
   teach the whole class to self-monitor

   http://www.lehigh.edu/projectreach/teachers/self-managemnt/self-manage_open.htm to learn about self-management

   http://www.coe.ufl.edu/CRPM/CRPMhome.html -
   Working Together to Resolve Conflict program consisting of a conflict resolution curriculum and peer mediation training materials

   http://www.coe.ufl.edu/aggression/materials.htm
   Tools for Getting Along - Teaching Students to Problem Solve is a 20 lesson curriculum designed for 4th and 5th grade students. Its instructional focus is on understanding and dealing with frustration and anger, since anger is a frequent correlate of disruptive and aggressive behavior and can be preceded by frustration.

   http://www.antibullying.net/staffinfo.htm -
   for materials to prevent bullying

4. Are there inclusion (or mainstreaming) opportunities for any of your students? Some of the BD kids who have academic strengths might benefit from general ed instruction; some of the LD kids with pro-social behaviors might be included at other times. With smaller groups in your room, you could focus on specific and individualized skills.
   
   
5. Teach the Rules. From
   http://specialed.about.com/cs/behaviordisorders/a/rules.htm

   The best strategies for establishing acceptable behaviors are those strategies that are pro-active and preventative. If you want cooperative children/students, they need to understand and be able to follow your rules and routines. You will need to communicate your expectations for acceptable behavior.

   • Describe the acceptable behaviors with words and actions; be specific.
   • Provide opportunities for children to practice the rules.
   • Provide specific and ongoing feedback. Give regular reminders and reinforement.

   Here’s a game to reinforce rule following:

   The Golden Nuggets Game

   • Choose a rule. Try one that is easy for your students as they learn the game but move on to ones that are giving some or all of the students trouble. Or, you can reward all rules followed.
   • Spray paint a bunch of stones gold. Get a glass jar. The size of the jar you choose will determine how often the class earns a reinforcer.
   • When a student obeys the rule, hand her a gold nugget and ask her to tell the class what rule she followed.
   • After she correctly identifies the rule, she places the gold nugget in the jar. When the jar is filled, the class earns a treat. It might be a popcorn party, an early dismissal to recess, 10 minutes free time on Friday afternoon, or something else that they come up with.

To be perfectly honest, I don’t know any law or research that addresses the placement of BD students. Placement is an IEP team decision that is based on providing the special services that the student needs in order to make progress in a free and appropriate public school.