Readiness and Access to Inclusive Instruction for Students With Emotional Disturbance (RAISE): Confirmatory Factor Analysis

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Investigating Behavior Through a Culturally Responsive Lens for Students With Emotional and/or Behavioral Disorders (Table 3)

Abstract

Inclusion, placement of students with disability in general education, is widely used in educating students with Emotional Disturbance (ED). Research has documented longstanding concerns with the quality of inclusive placement education. Yet little is known concerning teacher knowledge, use, and perceived effectiveness of recommended classroom practices for inclusive instruction for students with ED. To address the knowledge gap, we developed a survey titled Readiness and Access to Inclusive Instruction for Students with Emotional Disturbance to examine educator self-reported knowledge, use, and perceived effectiveness of recommended classroom practices for providing inclusive instruction to students with ED. Our paper presents the findings of this work and discusses implications for practice and research on inclusive education of students with ED.

Authors

• Xiaoxia A. Newton, University of North Carolina - Charlotte

• John William McKenna, University of Massachusetts - Lowell