cement were reached. The outcome was that teachers have varied opinions of the benefits of placement. Schools encounter problems they are not equipped to handle. Administration processes were too frustrating and impeded the provision of appropriate services. The teachers also felt they had little influence in the placement decisions. The article which dealt with the parental perspectives discussed how parents perceived the services provided through the schools and community. Overall the parents were satisfied and they felt included in the decision making. The article suggested methods to help make parents more aware of their child’s needs and demands. It also recommended community programs, which could help integrate their child into normal society. Parents need to know how to prepare their children for a life, outside the family. Both of these articles were very informative. I was completely unaware that so many teachers do not have any say in the way that special education is provided. To find out that parents, in general, are happy with what is being done for the children, was also surprising. I would have figured that teachers were present at most meetings providing input, and that the parents were upset about the progress of provisions being supplied for their children. Throughout these five articles, a common thread is seen. All are attempting, to some degree, to improve the nature of services provided for children with Emotional or Behavioral Disorders. All the articles recognized and addressed the fact that, some children genuinely have emotional problems. And that these problems can affect their day to day lives. As a future teacher, I felt that these papers helped my understanding of things that could improve my teaching strategies. Not only would it provide me with skills for handling EBD students, but also every student I may encounter. Any extra help a teacher can provide to any student is ben...
