Students with emotional and behavioral disorders (EBD) experience some of the poorest outcomes of all students. They are also placed in alternative education (AE) settings more frequently than students in other disability categories. For some of these students, the ultimate goal is to return to the traditional school. A systematic, five-part process provides a framework that begins with planning for transition upon entry to an AE program and proceeds through monitoring student progress after returning to the traditional school. The process allows educators, students, and parents to work as a collaborative team to support youth transitioning from an AE setting to a traditional school.

中文翻译：

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从另类教育环境过渡：有行为挑战的学生的过程

患有情绪和行为障碍 (EBD) 的学生经历了所有学生中最糟糕的一些结果。他们也比其他残疾类别的学生更频繁地被安排在替代教育 (AE) 环境中。对于其中一些学生来说，最终目标是回到传统学校。一个系统的、由五部分组成的流程提供了一个框架，从计划进入 AE 计划时的过渡开始，并在返回传统学校后监督学生的进步。该过程允许教育工作者、学生和家长作为一个协作团队工作，以支持青年从 AE 环境过渡到传统学校。