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

• Published in: Journal of emotional and behavioral disorders Vol. 30; no. 1; pp. 29 - 43
• Main Authors: McKenna, John William, Newton, Xiaoxia, Brigham, Frederick, Garwood, Justin
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.03.2022; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Behavior Modification; Classroom management; Classroom practice; Classroom Techniques; Classrooms; Differentiation; Educational Practices; Elementary Secondary Education; Emotional Disturbances; Exploratory factor analysis; Factor Analysis; General Education; Inclusion; Individualized Instruction; Knowledge Level; Public Schools; Special education; Special Education Teachers; Students with Disabilities; Teacher Attitudes; Teachers; Teaching Methods; inclusion; classroom practice; least restrictive environment; emotional disturbance
• ISSN: 1063-4266; 1538-4799
• DOI: 10.1177/1063426620982601

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 ed...