Julia Ellis, Susan Hart, Jan Small-McGinley
Students with a history of behavioral problems helped produce a videotape program on best practices for teaching this challenging population. In a series of interviews, these students from an alternative junior high school provided a range of viewpoints on issues related to inclusion, time-out, and prevailing discipline practices. What we learn is that difficult students have great needs for belonging but typically feel much less included than their well-behaving peers.
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