An Exploratory Study of Teachers' Experience with Interagency Collaboration for the Education of Students with EBD

Autor/inn/en	Cornell, Heidi R.; Sayman, Donna M.
Titel	An Exploratory Study of Teachers' Experience with Interagency Collaboration for the Education of Students with EBD
Quelle	In: Preventing School Failure, 64 (2020) 2, S.155-161 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2019.1703625
Schlagwörter	Agency Cooperation; Special Needs Students; Behavior Disorders; Emotional Disturbances; Special Education Teachers; Teacher Attitudes; Self Contained Classrooms; Elementary Secondary Education; Special Schools; Barriers; Knowledge Level; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Gefühlsstörung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Special school; Sonderschule; Wissensbasis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Interagency collaboration can easily be recognized as an intensive supportive practice that helps meet the complex needs of students with emotional and behavioral disorders (EBD). The purpose of this study was to explore how special education teachers of students with EBD experience interagency collaboration for the education of their students. Using a qualitative phenomenological approach, interview data were collected and analyzed. Teachers appeared to value what they perceived to be interagency collaboration to support the complex needs of their students, as it created a sense of awareness that was needed. However, teachers experienced unique challenges. Relationships between teachers and community agencies and/or families appear to be critical for overcoming these challenges. Implications of these findings for practice are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01