This edition of NASET’s Practical Teacher was written by Patricia Mason, Ed.D. The purpose of this article is to report on the implementation of an inquiry approach to learning that supported the academic and emotional needs of a class of elementary school male students classified with emotional and behavioral disturbances (EBD). The students’ participation in a hands-on science activity increased the understanding of the challenges faced in a self-contained class. The activity demonstrated that active learning increased interest in learning and decreased students challenging behaviors. The observations indicate that when teachers offer students active ways of learning, students with behavioral difficulties become motivated, involved, and intuitive learners.
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