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dc.contributor.authorMcIntyre, Suhr
dc.date.accessioned2020-07-06T22:53:08Z
dc.date.available2020-07-06T22:53:08Z
dc.date.issued2020-06
dc.identifier.urihttp://hdl.handle.net/20.500.11803/910
dc.description.abstractEmotional and Behavioral Disabilities (EBD) in students can significantly affect both their social and academic life if proper management strategies are not put in place. This applies especially in the educational environment, which is a significant determinant of a person's success. In the academic setting, the students with EBD have continued to show poor performance. The researcher analyzed several credible academic sources to assess the views of other authors concerning the contributing factor to the continuous poor performance in students with EBD. From the literature review, the majority of the authors identified inappropriate curriculum, and insufficient training programs for teachers in dealing with students with EBD as the primary causes of poor performance among these specific group of students.en_US
dc.language.isoenen_US
dc.subjectFRY wordsen_US
dc.subjectEBDen_US
dc.subjectEmotional disabilitiesen_US
dc.subjectBehavioral Disabilitiesen_US
dc.subjectManagement strategiesen_US
dc.subjectSpecial educationen_US
dc.titleStudents with emotional and behavioral disabilitiesen_US
dc.typeCapstoneen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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