Inclusion in American and Finnish Schools: The Neglect of Youth with Emotional and Behavioral Disorders

Abstract

Youth with emotional and behavioural disorders (EBD) are guaranteed the same right to inclusive education as other students with and without disabilities. While Finland and the United States (U.S.) are committed to the ideals of inclusion, evidence suggests that these students are often excluded. This paper discusses Finnish and U.S policies and practices that identify and 'push out' youth with EBD. Additionally, the quality of education in exclusive settings, including Finnish reform schools, U.S. alternative schools and day treatment/residential psychiatric facility schools, as well as (juvenile) correctional facilities in both countries, are discussed. Recommendations are provided for policy and practice that will promote access to inclusive education for these troubled youth.

The Development of Explore Malaysia Board Games (EMBoG) to Build Good Family Bonding Between Parents and Children

“…Early childhood emotional/behavioural problems can have long-term effects on physical and mental health and are associated with antisocial behaviour and psychiatric problems in Published Online: 24 October, 2023 adulthood. Disobedience, provocations, impulsive and aggressive actions, challenges, noncompliance with laws, and loss of property are all expressions of behavioural problems that are externalized and adversely affect the individual and the local environment (Gagnon, 2021). The concept of using board games in education is already well known in modern times and is one of the easiest ways for children to learn.…”

Provision of a Free and Appropriate Public Education in an Adult Jail during COVID-19: The Case of Charles H. et al. v. District of Columbia et al.

“…Consequently, the District of Columbia Public Schools (DCPS) and the Office of the State Superintendent of Education (OSSE) were required to "provide Plaintiffs, and all other members of the provisionally certified class (i.e., every student enrolled in the Inspiring Youth Program) with the full hours of special education and related services mandated by their Individualized Education Programs (IEPs) through direct, teacher-orcounselor-led group classes and/or one-on-one sessions, delivered via live videoconference calls and/or in-person interactions" [2] (p. 1). While the provision of special education services is a longstanding issue within the juvenile and adult corrections systems [3,4], the onset of the pandemic has further compromised adherence to the Individuals with Disabilities Education Act (IDEA) (2006) regulations. The goals of this paper are to provide a brief explanation of a free and appropriate public education (FAPE) as identified in IDEA, followed by a discussion of the specific aspects of the aforementioned case, the harm to youth, and the lessons learned that can inform future policy and practice.…”