Abstract
This capstone paper presents a comprehensive analysis of the current state of special education for students with emotional disturbances, with a particular focus on the need for reform to accommodate these students better. Drawing on two qualitative case studies and quantitative census data research, the paper recommends several specific policy changes, including basing the standard for educational disability on the Diagnostic and Statistical Manual of Mental Disorders (DSM-V), providing grants to states to redesign sensory-friendly schools and classrooms, and reforming disciplinary standards to involve psychological assessment. The conclusion suggests that this research provides a valuable foundation for further study and policy development in this area.
Recommended Citation
Collazo, Troy
(2024)
"Reforming Special Education to Accommodate Students with Emotional Disturbances,"
Pepperdine Policy Review: Vol. 16, Article 5.
Available at:
https://digitalcommons.pepperdine.edu/ppr/vol16/iss1/5
