Abstract
This study provides a current description of provincial/territorial responses to behaviorally disordered students in Canada. The current perspective is compared to an earlier study completed in 1981. Topics examined in this study were definition, prevalence, services available, standards prescribed by provincial law or regulation, percentage of behaviorally disordered students returned to regular classes during a one-year period, mode of service, assessing program effectiveness, funding, and requirements of special training for teachers. Several actions by provincial/territorial authorities appear to be warranted which would improve their responses to behaviorally disordered students. Provincial/territorial authorities should ensure that: The large number of unidentified students receive service; regulations are established that regularize special class size and resource teacher caseload; evaluation of behavioral programs are conducted regularly; and training for teachers of behaviorally disordered students is mandated.
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