The purpose of this qualitative study was to ascertain what effects an inclusive setting had on 14 students with emotional and behavioral disorders (E/BD) in terms of school and academic behavior, social skills, and acceptance by peers according to teachers, administrators, general education peers, and the students themselves. The researchers focused on five main themes: (1) overall perception of the program, (2) curriculum adaptation, (3) effect on student social and personal behavior, (4) administrative support, and (5) general concerns. The findings support the practice of serving students with E/BD in a general classroom with adequate support services. They provide an impetus for future research efforts in this area.

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