Academic Remediation for Adolescents with EBD

The current literature illuminates alarming acadmic deficits demonstrated by adolescents assigned to self-contained classrooms for emotionally behaviorally disabled adolescents in reading and mathematics. EBD challenged students pose an extremely poor post public education prognosis. High school graduation rates are a paltry 49%. Many general education classroom learning environments shun the emotinally disabled adolescent. Teachers and non-disabled peers segragate themselves from the ebd adolescents. Is it possible for EBD students to demonstrate sustained academic and social growth in the cooperative constructivist learning environment that is further enriched with Rational Emotional Treatment?