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

Autor/inn/en	Soares, Denise A.; Harrison, Judith R; Melloy, Kristine; Baran, Alyssa; Mohlmann, Morgan
Titel	Practice-to-Research: Responding to the Complexities of Inclusion for Students with Emotional and Behavioral Disorders with Recommendations for Schools
Quelle	In: NASSP Bulletin, 106 (2022) 2, S.77-108 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Soares, Denise A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/01926365221097434
Schlagwörter	Emotional Disturbances; Behavior Disorders; Students with Disabilities; Inclusion; Administrator Qualifications; Administrator Role; Administrator Education; Beliefs; Financial Support; Educational Resources; Teacher Education; Coaching (Performance); Educational Practices; Team Teaching; Barriers; Educational Legislation; Equal Education; Federal Legislation; Needs Assessment; Special Education; Training; Classroom Techniques; Preservice Teacher Education; Experiential Learning; Mentors; Teacher Collaboration; Readiness + Suchen Sie Ihr Suchwort? Gefühlsstörung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Belief; Glaube; Finanzielle Förderung; Bildungsmittel; Lehrerausbildung; Lehrerbildung; Bildungspraxis; Teamteaching; Bildungsrecht; Schulgesetz; Bundesrecht; Bedarfsermittlung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausbildung; Klassenführung; Lehramtsstudiengang; Experiental learning; Erfahrungsorientiertes Lernen; Lehrerkooperation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01