Inclusive Instructional Practices for Students With Emotional Disturbance: A Mediation Model Analysis

• In Event: Inclusive Education in Practice

Abstract

Students with emotional disturbance are increasingly served in general education classrooms. Little research has investigated the practices used while providing inclusive instruction to this student population. Using data from a survey validation study, we investigated the relationships between the self-reported knowledge, use, and perceived effectiveness of recommended practices for this student population. Study participants were general or special educators from a Northeastern state who provided inclusive instruction and/or support to at least one student with ED in the past year. Analyses for each identified factor (e.g., Behavior Support, Classroom Management, Differentiation, Instructional Practices) were performed, which included various hypothesized relationships and a moderator analysis (e.g., teacher assignment, years experience). Findings, implications for practice, and areas for future research are discussed.

Authors

• Xiaoxia A. Newton, University of North Carolina Charlotte

• John William McKenna, University of Massachusetts - Lowell