Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Tammy Hoffman

Abstract

In an urban school district in the southwestern United States, students with emotional and behavioral disabilities (EBD) who were in third- through fifth-grade self-contained classes were not consistently transitioning successfully into inclusive classrooms; therefore, the students were remaining in a restrictive environment for an extended time. The purpose of this basic qualitative study was to explore the reasons for such inconsistencies. The concept of inclusion as outlined in the Salamanca Statement framed the study. Semi structured interviews were conducted with six special education teachers and six general education teachers, all of whom had experience educating students with EBD. Research questions asked why there has been inconsistent successful transitions for students with EBD, from the perspective of each group of teachers. Data were transcribed and coded through two cycles of coding to determine themes. The findings of this study were that teachers perceived that students with EBD were inconsistently successful when transitioning from a self-contained classroom to an inclusive classroom because communication, training, appropriate supports, and positive relationships were not consistently in place. Based upon these findings, a policy recommendation was written to be followed when students with EBD transition from a self-contained classroom to an inclusive. Successful transitions into inclusive classrooms could contribute to positive social change by equipping students with EBD with strategies to build relationships and self-regulate their behaviors, exposing them to age-appropriate curriculum, and college- and career-readiness standards.

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