Volume 25, Issue 4 (1996)
Systems Change Leading to Better Integration of Services for Students With Special Needs
Judy A. Schrag
Each day, children come to school with a range of problems stemming from unmet physical, emotional, and social needs. Mental health experts have estimated that 7--S% of all school-age students have emotional or behavior problems that require special education services (Institute of Medicine, 1989). Other estimates have been closer to 3%. The U.S. Department of Education (1995), in its Sixteenth Annual Report to Congress, reports that less than 1% of the school-age population were identified as being seriously emotionally disturbed. Over one-third of all states have identification rates between .4-.6% (McLaughlin, Leone, Warren, & Schofield, 1994). These data from this Congressional Report would suggest that the population of children and youth with emotional and behavior problems is underserved.
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