A Conceptual Framework: Creating Socially Just Schools for Students with Emotional and Behavioral Disabilities

Kirstine J. Melloy, Francie R. Murry


Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in our
schools. In essence, students with EBD are often denied their civil right to a free and appropriate public education
(FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a socially
just school when they promote the implementation of multi-tiered systems of support (MTSS) through
evidence-based practices (EBP) for positive behavior interventions and supports through a social justice lens.
Implementing these interventions while being social justice allies in socially just schools offer the best opportunity
for students with EBD to receive an equitable and socially just education in schools thereby achieving social justice
regarding their civil right to a FAPE.

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DOI: https://doi.org/10.5430/wje.v9n5p113

Copyright (c) 2019 World Journal of Education


World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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