Principals' Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders

• In Event: Unpacking Narratives and Experiences of Exclusion

Abstract

Special educators serving students with emotional/behavioral disorders (EBD) in self contained settings require principal support. In this grounded theory investigation, we explored how principals conceptualized and experienced their responsibility to support these special educators. We find that, although principals expressed value for self-contained classes for students with EBD, their conceptions of what these programs should support students to achieve varied greatly, as did their understandings of how they should support
special educators in promoting these aims. Results have implications for better supporting special
educators serving students with EBD in self-contained settings.

Authors

• Alexandra A Lauterbach, University of Massachusetts - Amherst
  Presenting Author

• Michelle Cumming, Florida International University
  Presenting Author

• Elizabeth A. Bettini, Boston University
  Non-Presenting Author