Investigating Students' and Parents' Perceptions of Appropriate Placement for Students With Emotional and Behavioral Disorders

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Navigating Special Education: Inclusion, Placement, and Immigrant Family Experiences (Table 1)

Abstract

Over the last 30 years, schools have seen an increase in the number of students identified under the Individuals with Disabilities Education Act (2004) with emotional and behavioral disorders (EBD) placed in general education settings (McKenna et al., 2022). Advocates for these students are concerned that this widespread use of inclusion for these students might be putting too much emphasis on physical placement of the student, rather than on access to effective support and services (Kauffman & Badar, 2013). The purpose of this study is to answer the question: how do parents and students who qualify for special education with an emotional or behavioral disorder view the student’s placement in an inclusive education setting?

Author

• Karly Conroy, University of Texas at Austin