With the current trend in education toward instructing all students inclusively in the general education setting it is necessary to determine whether general and special educators are adequately equipped to provide instruction, which takes place inclusively, for students with the disability classification Emotional Behavior Disorder. An…

The goal of this study was to investigate the experiences of adolescents with disabilities who have lived in group homes, and their expectations for their future. For that purpose, a qualitative design utilizing a phenomenological approach was used in this study. A purposeful sample of eight participants was interviewed using open-ended questions.…

Families with individuals with special needs face many different struggles such as identifying needs and/or appropriate supports, accessing those supports, and then locating providers to help implement those supports (Boehm & Carter, 2016). These individuals may need continuous support to live meaningful and productive lives outside of the…

Students classified as Emotional/Behavioral Disability (EBD) face tremendous challenges in their lives on a daily basis. Is an alternative school with self-contained classes the best option for educating EBD students? How do the students feel about this educational environment? Do they perceive it as the solution to their problems, or do they see…

Using a multiple case study methodology, interviews were conducted to examine current practices and perceptions of the communication practices of teachers working with high school students with emotional and behavioral disorders (EBD). These interviews involved questions about general communication instances which occurred each week, communication…

Inadequate preparation, combined with challenging work conditions, contribute to the shortage of skilled special educators in the United States (Levenson, 2011). Because teacher quality is linked to student achievement (Darling-Hammond, 2001), the discrepancy in access to qualified teachers has remained a serious issue, particularly for students…

This qualitative study examines the identities of three secondary special education teachers in self-contained classrooms. Nationally, there is a serious shortage of special educators interested in and successful working with students exhibiting emotional and behavioral disorders. An understanding of teacher identity and the personal and…

Little research has examined the perceptions of special education teachers who teach students with Emotional Behavior Disorders (EBD). This study aimed to provide insight into how educators are preparing EBD students for post-high school living. The conceptual framework for the study was based on Braun's theory, which examines teachers'…

This research investigated the perceptions and attitudes of principals and headmasters about the inclusion of students with emotional and behavioral disorders (EBD), the factors supporting or inhibiting school leaders in their effort to implement inclusive practices, and the approaches they use to initiate, facilitate, support and sustain the…

This qualitative study examined EBD teacher experiences through phenomenological research. Data was collated through interviews, a focus group, memos, and field notes. Questions focused on how EBD teachers described their work and the factors that contributed to career longevity. The study was conducted in one self-contained school for students…

Recognizing the deep and multifaceted literature that has established parent participation in IEP meetings as problematic (particularly in terms of parent affect and parent voice), the purpose of this study was to examine parent experiences with IEP meetings so as to then identify strategies for how such meetings could feel more welcoming and…

The purpose of this phenomenological study was to gain an understanding of teacher attrition among the emotional and behavior disorder (EBD) student population within a self-contained environment through the lived experiences of former EBD teachers. Attrition among special education teachers has been a perennial issue. Special education teacher…

The purpose of this study was to examine four elementary/general music educators (EGME) enrolled in a music and special education graduate course, on their attitudes toward teaching children with disabilities and how they applied knowledge gained from the course in their classrooms. Data collection began on the first class session, February 9th,…

This investigation examined the effects of self-regulated strategy development (SRSD) on the written expression of students with emotional and behavioral disabilities (EBD). The target students for this study were elementary students who receive special education services under the category of EBD. An AB Multiple Baseline Design (i.e., Baseline,…

This study used a mixed methods design to examine the characteristics--including competencies (i.e., knowledge and skills), and personal attributes--of successful teachers of students with E/BD. The characteristics were examined through the perceptions of teachers of students with E/BD (teachers who are expert in E/BD, n = 14, MEd Graduates…