The Responsible Inclusion of Students With Emotional and Behavioral Disorders: Unraveling the Practice-to-Research Gap

• In Event: Inclusive Education in Schools

Abstract

A synthesis of syntheses was completed to identify promising practices for the inclusion of students who receive special education services for Emotional Disturbance. We focused exclusively on interventions with academic outcomes because instruction in general education classrooms tends to be driven by college and career readiness standards. We also focused exclusively on interventions in general education settings because most students with ED receive a significant amount of instruction in general education classrooms. Overall, few intervention studies were identified. A failure to disaggregate outcomes for students with ED and the use of less rigorous designs as indicated by What Works Clearinghouse coding were noted. Implications for school practices and areas for future research are discussed.

Authors

• John William McKenna, University of Massachusetts - Lowell

• Michael Solis, The University of Texas

• Frederick J. Brigham, George Mason University

• Reesha Adamson, Missouri State University