Abstract Interagency collaboration can easily be recognized as an intensive supportive practice that helps meet the complex needs of students with emotional and behavioral disorders (EBD). The purpose of this study was to explore how special education teachers of students with EBD experience interagency collaboration for the education of their students. Using a qualitative phenomenological approach, interview data were collected and analyzed. Teachers appeared to value what they perceived to be interagency collaboration to support the complex needs of their students, as it created a sense of awareness that was needed. However, teachers experienced unique challenges. Relationships between teachers and community agencies and/or families appear to be critical for overcoming these challenges. Implications of these findings for practice are addressed.

中文翻译：

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教师跨部门合作经验的探索性研究，以教育EBD学生

摘要机构间合作很容易被视为一种密集的支持性实践，可以帮助满足情绪和行为障碍（EBD）学生的复杂需求。这项研究的目的是探讨具有EBD的学生的特殊教育老师如何体验跨部门合作来进行学生的教育。使用定性现象学方法，收集和分析采访数据。教师似乎珍视他们认为机构间合作以支持学生的复杂需求的想法，因为这种协作营造了必要的意识。但是，教师遇到了独特的挑战。老师与社区机构和/或家庭之间的关系对于克服这些挑战似乎至关重要。解决了这些发现对实践的影响。