A Phenomenological Study Into How Teachers of Students With Emotional and Behavioral Disorder Understand and Experience Interagency Collaboration

• In Event: 34.090 - Instruction, Interventions, and Collaboration: Improving Outcomes for Students With Emotional Disturbance

Abstract

There is general consensus that interagency collaboration is needed to best meet the complex needs of students with emotional and behavioral disorders (EBD). This presentation shares findings from a phenomenological study that explored how teachers of students with EBD understand and experience interagency collaboration and how these experiences inform or shape the educational experiences of their students. Findings yield insight into the current strengths and needs related to implementing interagency collaboration in two large educational regions in one Midwestern state, specifically to improve the educational outcomes of students with EBD who are educated in self-contained or alternative settings. Implications shared for how findings can help focus the efforts of researchers, teacher-educators, and practitioners in navigating the process of interagency collaboration.

Author

• Heidi R Cornell, Wichita State University