Tachelle Banks

Show more
Cleveland State University, Cleveland, USA.
Show less

Abstract: Special education provides service and access to students and families who have varied life experiences that manifest as variations in development, learning, and behavior. The contention of this paper supports the notion of refocusing our efforts on developmental and learning theories that take into consideration human variance and individual difference to inform intervention selection in special education. The author briefly discusses the current practice of Special Education in the United States and presents definitions of divergence versus deficit to build the argument that focusing inadequacy of student performance as opposed to variation in student performance can lead to inaccurate identification of appropriate strategies for students with exceptionalities. A definition of deficit model in conjunction with cultural and social implications, with regard to students identified as having emotional and behavior disabilities will be discussed. Emotional intelligence and moral development are introduced as theoretical models that can inform selection and classroom use of preventative mental health curriculum and interventions designed to improve student capacity in emotion-based utility, perspective taking, and decision making.

Keywords: Special Education, Cultural Divergence, Emotional Behavior Disabilities, Preventative Mental Health Curriculum

Cite this paper: Banks, T. (2014) From Deficit to Divergence: Integrating Theory to Inform the Selection of Interventions in Special Education. Creative Education, 5, 510-518. doi: 10.4236/ce.2014.57060.

References

[1]   Bebeau, M. J., & Thoma, S. J. (1999). “Intermediate Concepts” and the Connection to Moral Education. Educational Psychology Review, 11, 343-360.
http://dx.doi.org/10.1023/A:1022057316180

[2]   Bernard, M. E. (1990). Rational-Emotive Therapy with Children and Adolescents: Treatment Strategies. School Psychology Review, 19, 294-303.

[3]   Clare, L., & Gallimore, R. (1996). Using Moral Dilemmas in Children’s Literature as a Vehicle for Moral Education and Teaching Reading Comprehension. Journal of Moral Education, 25, 325-341.
http://dx.doi.org/10.1080/0305724960250305

[4]   Conchas, G. Q. (2006). The Color of School Success: Race and High-Achieving Urban Youth. New York: Teachers College Press.

[5]   Coutinho, M. J., & Oswald, D. P. (2000). Disproportionate Representation in Special Education: A Synthesis and Recommendations. Journal of Child and Family Studies, 9, 135-156.
http://dx.doi.org/10.1023/A:1009462820157

[6]   Cullinan, D., & Sabornie, E. J. (2004). Characteristics of Emotional Disturbance in Middle and High School Students. Journal of Emotional & Behavioral Disorders, 12, 157-167.
http://dx.doi.org/10.1177/10634266040120030301

[7]   Damon, W. (1980). Patterns of Change in Children’s Social Reasoning: A Two-Year Longitudinal Study. Child Development, 51, 1010-1017.
http://dx.doi.org/10.2307/1129538

[8]   DiGiuseppe, R. (1990). Rational-Emotive Assessment of School Aged Children. School Psychology Review, 19, 287-293.

[9]   Dixon, J. A., & Moore, C. F. (1990). The Development of Perspective Taking: Understanding of Information and Perspective Differences. Child Development, 61, 1502-1513.
http://dx.doi.org/10.2307/1130759

[10]   Dunn, L. (1968). Special Education for the Mildly Retarded: Is Much of It Justifiable? Exceptional Children, 35, 5-22.

[11]   Ellis, A. (1994). Reason and Emotion in Psychotherapy. Secaucus, NJ: Carol Publishing Group.

[12]   Ellis, A., & Wilde, J. (2002). Case Studies in Rational Emotive Behavior Therapy with Children and Adolescents. New Jersey: Upper Saddle River.

[13]   Furlong, M. J., Morrison, G. M., & Jimerson, S. R. (2004). Externalizing Behaviors of Aggression and Violence and the School Context. In R. B. Rutherford, M. M. Quinn, & S. R. Mathur (Eds.), Handbook of Research in Behavioral Disorders. New York: The Guilford Press.

[14]   Gibbs, J. C. (2003). Moral Development and Reality: Beyond the Theories of Kohlberg and Hoffman. Thousand Oaks, CA: Sage.

[15]   Gibbs, J. C., Arnold, K. D., Ahlborn, H. H., & Cheesman, F. L. (1984). Facilitation of Sociomoral Reasoning in Delinquents. Journal of Consulting and Clinical Psychology, 52, 37-45.
http://dx.doi.org/10.1037/0022-006X.52.1.37

[16]   Gregas, A. J. (2006). Applying Rational Emotive Behavior Therapy to Multicultural Classrooms. Multicultural Learning and Teaching, 1, 24-34.
http://dx.doi.org/10.2202/2161-2412.1008

[17]   Harry, B., & Klingner, J. K. (2007). Discarding the Deficit Model. Educational Leadership, 64, 16-21.

[18]   Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Assessment Battery for Children (2nd ed.). Circle Pines, MN: American Guidance Service.

[19]   Kohlberg, L. (1971). From Is to Ought: How to Commit the Naturalistic Fallacy and Get Away with It in the Study of Moral Development. New York: Academic Press.

[20]   Kohlberg, L., & Gilligan, C. (1971). The Adolescent as a Philosopher: The Discovery of the Self in a Postconventional World.Daedalus, 100, 1051-1086.

[21]   Kohlberg, L., & Turiel, E. (1971). Moral Development and Moral Education. In G. S. Lesser (Ed.), Psychology and Educational Practice (pp. 410-465).Glenview, IL: Scott, Foresman & Company.

[22]   Lerner, R. M. (2002). Concepts and Theories of Human Development (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

[23]   Lickona, T. (1996). Eleven Principles of Effective Character Education. The Journal of Moral Education, 25, 93-100.
http://dx.doi.org/10.1080/0305724960250110

[24]   Mayer, J. D., & Salovey, P. (1997). What Is Emotional Intelligence? In P. Salovey, & D. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books.

[25]   Mayer, J. D., Salovey, P., & Caruso, D. (1997). Emotional IQ Test (CD ROM). Needham, MA: Virtual Knowledge.

[26]   Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of Emotional Intelligence. In R. J. Sternberg (Ed.), Handbook of Human Intelligence (2nd ed., pp. 396-420). New York: Cambridge.

[27]   Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional Intelligence: Theory, Findings, and Implications. Psychological Inquiry, 15, 197-215.
http://dx.doi.org/10.1207/s15327965pli1503_02

[28]   Noguera, P. (2001). Racial Politics and the Elusive Quest for Excellence and Equity in Education. Education and Urban Society, 34, 18-41.
http://dx.doi.org/10.1177/0013124501341003

[29]   Oakes, J. (2005). Keeping Track: How Schools Structure Inequality (2nd ed.). New Haven, CT: Yale University Press.

[30]   Obiakor, F. E. (2001). Developing Emotional Intelligence in Learners with Behavioral Problems: Refocusing Special Education. Behavioral Disorders, 26, 321-331.

[31]   Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition, and Personality, 9, 185-211.
http://dx.doi.org/10.2190/DUGG-P24E-52WK-6CDG

[32]   Steele, C. M. (1997). A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance. American Psychologist, 52, 613-629.
http://dx.doi.org/10.1037/0003-066X.52.6.613

[33]   Sutherland, K. S., Alder, N., & Gunter, P. L. (2003). The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD. Journal of Emotional & Behavioral Disorders, 11, 239-248.
http://dx.doi.org/10.1177/10634266030110040501

[34]   Talbott, E., & Coe, M. G. (1997). A Developmental View of Aggression and Achievement. In T. E. Scruggs, & M. A. Mastropieri (Eds.), Advances in Learning and Behavioral Disabilities (Vol. 11, pp. 69-86). Greenwich, CT: JAI Press.

[35]   Vernon, A. (1989). Assessment and Treatment of Childhood Problems: Applications of Rational-Emotive Therapy. Counseling and Human Development, 22, 1-12.

[36]   Walden, S., DiGiuseppe, R., & Dryden, W. (1992). A Practitioner’s Guide to Rational Emotive Therapy. New York: Oxford.

[37]   Wilde, J. (1996). The Efficacy of Short-Term Rational-Emotive Education with Fourth-Grade Students. Elementary School Guidance & Counseling, 31,131-138.

[38]   Yeh, M., Forness, S. R., Ho, J., McCabe, K., & Hough, R. L. (2004). Parental Etiological Explanations and Disproportionate Racial/Ethnic Representation in Special Education Services for Youths with Emotional Disturbance. Behavioral Disorders, 29, 348-358.

[39]   Zionts, P. (1996). Teaching Disturbed and Disturbing Students: An Integrative Approach. Austin: Pro-Ed.