Teachers in American public schools have been challenged with implementing effective instructional practices for students with disabilities (SWDs) in inclusive classrooms. Among the broad category of SWDs, students with emotional and behavioral disorders (EBDs) are among those whose social and academic progress continues to be of concern. The…

Burnout is a significant challenge for special educators' wellbeing, as they report higher levels of stress than general educators. Rates of burnout are highest among special educators serving youth with emotional and behavioral disorders (EBD). At a time when nearly half of all students with EBD are spending more than 20% of their school day…

General education intermediate students in three Pacific Northwest school districts are expected to learn and meet state standards while sharing their classroom and learning environments with emotional and behavioral disorder (EBD) students. EBD students have the potential to create barriers to learning by disrupting the classroom environment,…

The qualitative hermeneutic study's purpose was to understand better how high school general education teachers' lived experiences shape their attitudes towards including students with an emotional and behavioral disturbance (EBD). The problem addressed in this study was that teacher attitudes towards the inclusion of students with EBD are…

Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social-emotional-behavioral outcomes for all students, especially students…

This article uses neoinstitutional theory to comparatively analyze different actors' institutional work with "problematic school absenteeism". Data was generated around four cases, each consisting of absent students and actors who work with absenteeism. The results describe how a dichotomous view of students' well-being and knowledge…

Students with emotional and behavioral disabilities (EBD) typically struggle with instruction in regular classrooms/schools. The problem peaks in secondary schools where students with EBD have some of the highest dropout rates when compared to their peers in other disability categories (Bradley et al., 2008). Universal Design for Learning (UDL) is…

Mainstream primary and secondary schools are increasingly committed to the inclusion of students with Tourette Syndrome (TS). This qualitative study explores teachers' perceptions of factors that have contributed to, or hindered, their success in creating an inclusive environment for children with Tourette Syndrome (TS). Eight teachers (two males,…

A precorrection is an antecedent-based instructional approach designed to reduce problem behavior before it occurs. Colvin, Sugai, and Patching (1993) outlined seven steps as part of precorrection strategy. The purpose of this study is to determine if two of the seven steps are necessary components of the intervention package to reduce…

A problem of low academic and behavioral achievement has been identified for students with emotional or behavioral disorders (EBDs) when compared to their peers without disabilities in the middle school general education setting. The purpose of this study was to understand the needs of general education teachers for additional training in academic…

Cross-rater agreement on bullying, victimization, and related behaviors of middle school students with and without behavioral disorders (BD) was investigated. Students with BD (n = 11), their peers (n = 90), and general education teachers (n = 10) completed the Peer Relationship Survey (PRS), a non-anonymous measurement scale. The results of…

Students with emotional and behavioral disorders (EBD) have been reported to benefit greatly from participating in general education science classrooms. However, behaviors that this group of students present are frequently cited as reasons for excluding them in such settings. In this study, three novice middle school science teachers received…

The aim of the three different studies presented was the development and evaluation of the Differentiated Attitudes Towards Inclusion Scale as a valid, reliable and economic instrument for the measurement of teachers' attitudes towards the inclusion of students with certain special educational needs (SEN). In a sample of student teachers,…

Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study,…

This study compared social, executive, emotional, and behavioral characteristics of students with autism spectrum disorder who did and did not display school refusal behavior. The participants were 62 students with autism spectrum disorder without intellectual disability aged 9-16 years attending inclusive schools. Parents first completed…