Program
Special Education M.A.
Number of Pages
72
Year Approved
2024
First Advisor
Nathan Elliot
Second Reader
Lisa Silmser
Third Reader
Leah Becklund
Abstract
Students with Emotional Behavioral Disorder (EBD) face extreme barriers within the school system as well as in their adult life. Teachers across the country are seeing an increase in student behavior within the classroom and are feeling a lack of support and training to better support EBD students. Behaviors are impacting the teacher’s ability to teach and the ability of students to learn. Research suggests that general education teachers hold mixed attitudes regarding the inclusion and the education of students with disabilities; some feel they are unprepared to teach students with disabilities (Barton-Arwood et al., 2016). Our education system must address the needs of EBD students to provide all students and staff with a positive and safe learning environment. This literature review aimed to discover how general education teachers can support EBD students. McGuire and Meadan (2022) emphasized that students need to have meaningful and collaborative relationships with their peers in an environment conducive to their educational achievement. Inclusive education will allow students with disabilities to be equally involved in academic and social activities, achieve academic and social success, and feel valued by their peers and educators (McGuire & Meadan, 2022). This study concluded that teachers can best support EBD students within their classroom by building a strong relationship with the student, implementing robust, effective classroom and behavioral management practices, and implementing interventions with fidelity in collaboration with the special education team.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Cope, A. R. (2024). Supporting Emotional Behavior Disorder Students in the Mainstream Classroom [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1117
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