Readiness and Access to Inclusive Instruction for Students with Emotional Disturbance Survey

2021 ◽  
Author(s):  
John William McKenna ◽  
Xiaoxia Newton ◽  
Emily R. Bergman
Keyword(s):  
Emotional Disturbance ◽  
Inclusive Instruction ◽  
Students With Emotional Disturbance

Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice

2021 ◽  
pp. 106342662098260
Author(s):  
John William McKenna ◽  
Xiaoxia Newton ◽  
Frederick Brigham ◽  
Justin Garwood
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Emotional Disturbance ◽  
Special Education Teachers ◽  
Classroom Practice ◽  
Future Research ◽  
Knowledge Use ◽  
Inclusive Instruction ◽  
Behavioral Supports ◽  
Students With Emotional Disturbance

A survey was developed to obtain information on practitioner self-reported knowledge, use, and perceived effectiveness of classroom-based practices for the inclusive instruction of students with Emotional Disturbance (ED). This study reports descriptive results for a sample of general and special education teachers from the northeast who provided inclusive instruction and/or support to at least one student with ED in a general education classroom in the past year. Mann–Whitney and MANOVA tests were employed to determine differences between teacher populations for individual practices and four clusters of practices identified in an exploratory factor analysis (EFA; Behavioral Supports, Differentiation, Classroom Management, Instructional Practices). Findings suggest that special educators serve an important role in efforts to provide instruction that focuses on inclusion rather than merely integration. Implications for practice, study limitations, and areas for future research are discussed.

School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance

2009 ◽  
Vol 19 (4) ◽  
pp. 451-461 ◽  
Author(s):  
Andrew L. Wiley ◽  
Gary N. Siperstein ◽  
Steven R. Forness ◽  
Frederick J. Brigham
Keyword(s):  
Social Skills ◽  
Problem Behavior ◽  
Emotional Disturbance ◽  
School Context ◽  
Students With Emotional Disturbance

Working Conditions in Self-Contained Settings for Students With Emotional Disturbance

2016 ◽  
Vol 51 (2) ◽  
pp. 83-94 ◽  
Author(s):  
Elizabeth A. Bettini ◽  
Michelle M. Cumming ◽  
Kristen L. Merrill ◽  
Nelson C. Brunsting ◽  
Carl J. Liaupsin
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Working Conditions ◽  
Special Education Teachers ◽  
School Leaders ◽  
Well Being ◽  
Narrative Review ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Emotional Disturbance

Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of research examining working conditions SETs experience serving students with ED in self-contained schools and classes, to better understand whether SETs in these settings experience conditions necessary to effectively implement academic and social EBPs. Our findings suggest that conditions necessary for learning and implementing EBPs are seldom present in these settings. In addition, the extant research on SETs’ working conditions in these settings is largely disconnected from research investigating teachers’ use of EBPs.

scholarly journals Predicting Positive Outcomes for Students With Emotional Disturbance

2004 ◽  
Vol 9 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Amanda B. Nickerson ◽  
Amy M. Brosof ◽  
Valerie B. Shapiro
Keyword(s):  
Emotional Disturbance ◽  
Positive Outcomes ◽  
Students With Emotional Disturbance
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