Abstract

Students with emotional and behavioral disorders (EBD) can be successfully placed in general education classrooms with evidence-based practices such as positive behavior interventions and supports and self-management practices. Still, less than half of all students with EBD are placed in the general education classroom for 80% of the school day. Teachers’ general support for the inclusion of students with disabilities is mediated by their beliefs about disability and their sense of preparation for teaching in inclusive settings. Teachers may support less restrictive settings for students with EBD if these teachers view disability through the tenets of disability studies in education. A framework for infusing these tenets into teacher preparation programs is proposed to help increase the practice of inclusive education for students with EBD.

摘要

情绪和行为障碍（EBD）的学生可以通过基于证据的做法（例如积极的行为干预和支持以及自我管理的做法）成功地放置在通识教育教室中。尽管如此，在EBD的所有学生中，只有不到一半的学生在80％的上课时间被安排在普通教育教室中。教师对残疾学生的包容性以及他们对在包容性环境中进行教学的准备意识的支持，对教师的普遍支持。如果EBD学生通过教育中的残疾研究宗旨看待残疾，则教师可以支持对EBD学生的限制较少的设置。提出了一个将这些原则渗透到教师预备课程中的框架，以帮助增加EBD学生的全纳教育实践。