Conclusion

Introduction The IDEA and Children with Mental or Emotional Disorders IDEA Identification Rates Inappropriateness of the Federal Definition An Alternative Definition Comparison of Definitions The Alternative Definition and Identification Rates Discussion Recommendations for Action Conclusion Notes Table 1: Number of children 6-21 served under part B, IDEA, compared with estimated number of children with mental disorders and functional Table 2: States' identification rates and modifications to the federal definition of emotional disturbance

Professional time and energy could be used more productively to create and provide appropriate special education and related services, rather than in conducting lengthy assessments that are failing to identify as many as four fifths of the children who should qualify as emotionally disturbed. Partnerships with mental health systems are needed to assist schools in providing an appropriate range of related mental health rehabilitation services to these students. Federal programs to encourage such collaborations exist and a number of states have developed impressive interagency collaborations. But more could be done.

Students with mental and emotional disorders exhibit behaviors that are hard to manage, especially if they do not receive the services they need. When they are misidentified as "socially maladjusted," such a result is all but assured. But if appropriate services were furnished earlier, based on appropriate identification, the outcomes could be very different.

Decades of underidentification, misidentification and delayed identification for special education have been self-defeating. The issues these children bring to school will not go away if they are ignored. The 5 to 11 percent of school-age children who have mental or emotional disorders must have fair access to special education and related services. The upcoming renewal of the IDEA presents another opportunity to address this long-neglected issue.

Next:Notes