A survey was developed to obtain information on practitioner self-reported knowledge, use, and perceived effectiveness of classroom-based practices for the inclusive instruction of students with Emotional Disturbance (ED). This study reports descriptive results for a sample of general and special education teachers from the northeast who provided inclusive instruction and/or support to at least one student with ED in a general education classroom in the past year. Mann–Whitney and MANOVA tests were employed to determine differences between teacher populations for individual practices and four clusters of practices identified in an exploratory factor analysis (EFA; Behavioral Supports, Differentiation, Classroom Management, Instructional Practices). Findings suggest that special educators serve an important role in efforts to provide instruction that focuses on inclusion rather than merely integration. Implications for practice, study limitations, and areas for future research are discussed.

开展了一项调查，以获取有关从业者自我报告的知识，使用方法以及基于课堂的做法的感知效果的信息，以用于对情感障碍学生（ED）的包容性教学。这项研究报告了来自东北地区的普通和特殊教育教师样本的描述性结果，这些教师在过去一年中为至少一名患有ED的学生在普通教育课堂中提供了包容性指导和/或支持。进行了Mann-Whitney和MANOVA检验，以确定教师个人行为与探索性因素分析（EFA；行为支持，差异，课堂管理，教学实践）中确定的四类实践之间的差异。研究结果表明，特殊教育者在提供注重融合而非融合的教学中起着重要作用。讨论了对实践的影响，研究的局限性以及将来的研究领域。