Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective

This study delves into the perspectives of five general education teachers regarding the process of inclusion for students from a Special Day Class for emotional and behavioral disturbance into their general education classrooms. Data analysis revealed five thematic topics that the teachers consistently referred to during interviews: Receiving support resources or having insufficient support resources; a lack of student work completion, academic deficiency and their own instructional responsibilities; general education students having both positive and negative responses to the included students; and the included student's disruptive and/or destructive behavior. The results of the research found four key areas for improvement: Greater communication between the Special Day Class behavior teacher and the general education teacher regarding the included student's accommodations and modification for social and academic goals per student's Individual Education Program; a behavior support program to help the general education teacher motivate the students in the academic domain; a measurable and observable definition of what constitutes success in the general education setting and an understanding of when a general education teacher should utilize a paraprofessional to support the included student. KEYWORDS: Special Education, Individualized Education Plan, Special Day Class, Emotionally and Behaviorally Disturbed, Response to Intervention