Working conditions may be an important lever to support special educators’ reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working conditions relate to the quality of special educators’ reading instruction in upper-elementary, self-contained classes for students with EBD. Using mixed methods to examine video observations of reading instruction and varied data sources on working conditions, we found that special educators who provided stronger instruction had a partner coleading their program, and consistent paraprofessionals, with time and support for training. Partners and paraprofessionals, together, protected special educators’ instruction time. Other conditions (i.e., material resources, role differentiation, role conceptions, planning time) emerged as potentially important, but evidence was less robust. Results indicate partners and paraprofessionals may be important forms of collegial support. These findings have important implications for improving the quality of instruction in self-contained settings for students with EBD.

工作条件可能是支持特殊教育者对患有情绪和行为障碍（EBD）的学生进行阅读指导的重要手段。因此，我们探索了工作条件如何与EBD学生的高等基础，自学课程中的特殊教育者的阅读教学质量相关联。通过使用混合方法来检查阅读指导的视频观察结果以及有关工作条件的各种数据源，我们发现提供更强指导的特殊教育者可以与他们的项目合作伙伴共同协作，并始终如一地为专业人员提供服务，并为培训提供时间和支持。合作伙伴和准专业人士共同保护特殊教育者的授课时间。其他条件（例如，物质资源，角色区分，角色构想，计划时间）也显得很重要，但是证据不那么可靠。结果表明，合作伙伴和准专业人士可能是大学支持的重要形式。这些发现对于提高EBD学生在独立环境中的教学质量具有重要意义。