Why It Matters
Students that struggle with EBD are the students to most likely to drop out of school. In 2003/ 2004 these students made up 52.3 percent of the overall amount of students who left school early (Smith, et al. 208). “It is important to note that while high school dropouts comprised approximately 20% of the general population, they are estimated to account for over 80% of the general prison and juvenile justice population” (Smith, et al. 209).
“Newman and colleagues (2009) reported that only 63.4% of individuals who struggle with EBD had been employed at some point in time since high school, with just 42% employed at the time when they were interviewed for the purpose of this research” (Smith, et al. 208). The positions that were cited as being a group of employment include skilled labor (10.1%), food services at (17.2 %), stocking and shipping (5.4%), cashier (12.9%) and clerical (7.5%) (Smith, et al. 2008).
Only 34% of EBD students went on to attend post-secondary school. 20.6% went to community college, 23.2% went to vocational, technical, or business. 5.5% to a four-year college (Smith, et al. 2008).
Lastly, it is important to note of the students who attended post-secondary school, 62.7% of EBD students did not consider themselves to have a disability, 21.2% did consider themselves to have EBD and were honest with the school about it, while 16.2% considered that they indeed had EBD, but did not feel it was not important or relevant to inform the school.
These disorders carry over into adulthood and ultimately affects the livelihood of the individual, the community in which they reside, and in terms of economic prosperity, they have an overwhelming effect nationally, and even globally. According to Smith (2008), "Teaching Students with Special Needs in Inclusive Settings", shared data that was collected from students who were one to three years out of high school. According to the survey, 46.5% had reported that they had quit their jobs out of frustration, 31.5% were unemployed because they had at one time been temporarily employed and the job has recently ended. 13.5% claimed they were fired, and 6.6% said that they were laid off from a job. This data was accumulated to find out how well these students were able to adapt to the work force (Smith, et al. 2008).
Other eye-opening statistics are that 91.5% reported income less than $25,000 a year, and only 21.5% were living independently since high school (Smith, et al. 2008).
Emphasis is placed on effective vocational education and counseling programs. It is crucial that students who are considered to be emotionally disturbed be encouraged to continue counseling outside of school, in addition to pursuing interests that will provide them with a skill set that will allow for obtainable future employment (Smith, et al. 2008).
“Newman and colleagues (2009) reported that only 63.4% of individuals who struggle with EBD had been employed at some point in time since high school, with just 42% employed at the time when they were interviewed for the purpose of this research” (Smith, et al. 208). The positions that were cited as being a group of employment include skilled labor (10.1%), food services at (17.2 %), stocking and shipping (5.4%), cashier (12.9%) and clerical (7.5%) (Smith, et al. 2008).
Only 34% of EBD students went on to attend post-secondary school. 20.6% went to community college, 23.2% went to vocational, technical, or business. 5.5% to a four-year college (Smith, et al. 2008).
Lastly, it is important to note of the students who attended post-secondary school, 62.7% of EBD students did not consider themselves to have a disability, 21.2% did consider themselves to have EBD and were honest with the school about it, while 16.2% considered that they indeed had EBD, but did not feel it was not important or relevant to inform the school.
These disorders carry over into adulthood and ultimately affects the livelihood of the individual, the community in which they reside, and in terms of economic prosperity, they have an overwhelming effect nationally, and even globally. According to Smith (2008), "Teaching Students with Special Needs in Inclusive Settings", shared data that was collected from students who were one to three years out of high school. According to the survey, 46.5% had reported that they had quit their jobs out of frustration, 31.5% were unemployed because they had at one time been temporarily employed and the job has recently ended. 13.5% claimed they were fired, and 6.6% said that they were laid off from a job. This data was accumulated to find out how well these students were able to adapt to the work force (Smith, et al. 2008).
Other eye-opening statistics are that 91.5% reported income less than $25,000 a year, and only 21.5% were living independently since high school (Smith, et al. 2008).
Emphasis is placed on effective vocational education and counseling programs. It is crucial that students who are considered to be emotionally disturbed be encouraged to continue counseling outside of school, in addition to pursuing interests that will provide them with a skill set that will allow for obtainable future employment (Smith, et al. 2008).
Programs and Outreach
Research shows that individuals with EBT have a hard time with transition in regard to employment ( Smith, et al. 2008). There are a number of non-profit organizations that have been designed to work with students who are considered high risk. These organizations have been proven successful in developing strategies and instructional training to acquire a variety of technical skills that help students to gain employment following their secondary education. It should be noted that these organizations are not solely developed for individuals with EBD, and any individual who is considered high risk can qualify to participate. Further, there are non-profit organizations designed to be therapeutic for children with exceptionalities, places that children can go to feel included, gain confidence, and grow.
Van Go Arts
Mission Statement: To improve the lives of high-needs youth using art as the vehicle for self-expression, self-confidence, and hope for the future.
Reconcile New Orleans
Mission Statement: We are a community of concerned people committed to addressing the system of generational poverty, violence and neglect in the New Orleans area. Our innovative life skills and job training program assists young people (ages 16–22) from severely at-risk communities who desire to make a positive change in their lives. Reconcile’s students arrive facing a vast array of challenges, from extreme poverty and high school attrition to homelessness, violence, and participation in the juvenile justice system. Nonetheless, these young people possess a deep desire to break the cycle and become productive, contributing members of society.
Heartland Therapeutic Riding
Heartland Therapeutic Riding provides equine-assisted therapy through the movement of and human interaction with the horse. Early intervention hippotherapy is provided for special needs children by a physical or an occupational therapist. Therapeutic sports riding is available for children and adults with disabilities. It is taught by Professional Association of Therapeutic Horsemanship (PATH) International-certified instructors. Both programs utilize motor planning, cognitive planning, and sensory integration in the design and implementation of each class session
M-DCPS
The Miami-Dade County Public Schools (M-DCPS) programs for students with emotional challenges are dedicated to fostering and developing students’ interpersonal and academic skills. The ultimate goal is to mold citizens who have a sense of achievement and are able to make a positive contribution to their community.
All M-DCPS programs for students with emotional and behavioral difficulties strive to address the diverse needs of the students, utilizing individualized approaches, instructional, therapeutic and behavioral realms into cohesive educational programs.
Van Go Arts
Mission Statement: To improve the lives of high-needs youth using art as the vehicle for self-expression, self-confidence, and hope for the future.
Reconcile New Orleans
Mission Statement: We are a community of concerned people committed to addressing the system of generational poverty, violence and neglect in the New Orleans area. Our innovative life skills and job training program assists young people (ages 16–22) from severely at-risk communities who desire to make a positive change in their lives. Reconcile’s students arrive facing a vast array of challenges, from extreme poverty and high school attrition to homelessness, violence, and participation in the juvenile justice system. Nonetheless, these young people possess a deep desire to break the cycle and become productive, contributing members of society.
Heartland Therapeutic Riding
Heartland Therapeutic Riding provides equine-assisted therapy through the movement of and human interaction with the horse. Early intervention hippotherapy is provided for special needs children by a physical or an occupational therapist. Therapeutic sports riding is available for children and adults with disabilities. It is taught by Professional Association of Therapeutic Horsemanship (PATH) International-certified instructors. Both programs utilize motor planning, cognitive planning, and sensory integration in the design and implementation of each class session
M-DCPS
The Miami-Dade County Public Schools (M-DCPS) programs for students with emotional challenges are dedicated to fostering and developing students’ interpersonal and academic skills. The ultimate goal is to mold citizens who have a sense of achievement and are able to make a positive contribution to their community.
All M-DCPS programs for students with emotional and behavioral difficulties strive to address the diverse needs of the students, utilizing individualized approaches, instructional, therapeutic and behavioral realms into cohesive educational programs.