Teachers should possess adequate knowledge of emotional and behavioral disorders (EBDs) to effectively meet the unique needs of students with EBDs. This study explored the implementation and outcomes of a professional development training program on EBDs. In addition, the study examined outcomes concerning the knowledge of in-service teachers…

The United States (U.S.) Department of Education reports that the range for all students with disabilities included for at least 80% of the day in the general education classroom in different states is between 83.6% and 36.9%. Such a range also exists for individual disability groups. While other studies have noted these differences, none have…

Students with emotional and behaviour disorders (EBDs) have challenging school connectedness experiences related to their social, behaviour and academic problems. They need accommodative school climate. Therefore, it is necessary to know the relationship between variations in EBDs, school connectedness and school climate. This was a survey…

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…

More students with disabilities (SWDs) are being educated in general education classrooms than ever before, resulting in higher expectations for the abilities of general education teachers to meet SWDs' educational needs. Yet few recent, quantitative studies have examined if teaching SWDs influences general education certified or special education…

The goal of this study was multifold: to define secondary art teachers. personal practical theories about the purposes of art education; to examine teachers. attitudes toward the inclusion of students with learning disabilities (LD) and those with emotional/behavioral disabilities (EBD) into their classrooms; and to determine the relation between…

This study investigated the impact of a range of variables as predictors of graduation potential for students with Specific Learning Disabilities (SLD) or Emotional Behavioral Disorders (EBD) within a large urban school district. These factors included the following characteristics and elements: (a) primary exceptionality, (b) gender, (c)…

Given the consistently poor postschool outcomes of individuals with high incidence disabilities, there is a need to examine the transition services provided to them while in school. This secondary data analysis explored the transition services received by individuals with high incidence disabilities through the National Longitudinal Transition…