Where Are We in the Education of Emotionally Disturbed Children?

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Abstract
The major thesis of this paper is that some of the most dramatic gains in special education have been in the education of emotionally disturbed children. Unfortunately, the converse is equally true — some of the most pressing needs in special education are evident in this area. A minor, though significant, theme is that, while the field of emotional disturbance has perhaps the most shallow pedogogical roots of any category of exceptionality in special education, it has the deepest philosophical and psychological roots. This could be an asset in the present context of decline in support for professional schools of education. Other categorical areas of special education have had more primary affiliation with pedagogy, whereas the education of emotionally disturbed children has had more basic affiliation with psychology. I will first discuss the strengths of the area and selected accomplishments and changes during the past 20 years — the approximate total history — as a significant area of education. I will then focus on some of the challenges and opportunities for growth. My discussion of our strengths is divided into three parts: (a) maturing and change in our perspective, (b) areas in which we have been in the vanguard of special education, and (c) specific gains we have made.