Congruence of Behavioral Ecologies: a Model for Special Education Programming

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Abstract
This article suggests a model for special education programming based on the three following dimensions: (a) competence, or the individual's ability to perform specific tests; (b) deviance, or the labels and perceptions placed on an individual's behavior by a particular social system; (c) tolerance for difference, or the fit between an individual and his/her behavioral environment. The suggested approach results in dealing with ecologies and bringing them into congruence. It is suggested that such congruence can be brought about not only by modifying the child's behavior, but also by dealing with the social-environmental system surrounding the child.

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