Practice-to-Research: Responding to the Complexities of Inclusion for Students with Emotional and Behavioral Disorders with Recommendations for Schools

Abstract

School administrators are instructional leaders responsible for ensuring high quality inclusive education for all students including those with disabilities. In this article, the authors review legal mandates, discuss inclusion of students with emotional and behavioral disorders (EBD) in practice, and obstacles to effectiveness. Recommendations are provided to assist administrators in maintaining high quality inclusive education for students with EBD by addressing the following barriers: (a) administrator preparation and training; (b) prioritization; (c) common philosophy, vision, and mission; (d) funding and resources; (e) teacher training and coaching, (f) effective practices and (g) effective co-teaching. While experts continue to debate the inclusion of students with EBD, school administrators have moved on and are leading inclusive practices in schools. Barriers must be addressed prior to instating a fully inclusive model or face loss of staff and failure of students with EBD. As such, the authors propose a model of practice to research, in which strategies are recommended for current practice to overcome the identified barriers with available research. With implementation of the recommendations in this article, it is highly probable that students with EBD can be successful in inclusive settings.

Integration Perceived Risk, Travel Constraints, and Social Influences in Theory of Planned Behavior

“…Behavior refers to all human actions, whether they are clearly visible to others or not. According to previous research behavior is a person's response to or reaction to outside stimuli (Lanterman et al, 2021;Soares et al, 2022). A person's perceptions of how simple or difficult an action is to complete are measured by their perceived behavioral control (Fleming et al, 2014;Zolait, 2014).…”