Students with emotional/behavioral disorders are increasingly included in general education settings, requiring their special educators to coordinate with other educators. Yet, research provides limited insights into their interactions with other educators. Thus, we qualitatively examined how special educators experienced and navigated interactions with other educators when serving students with emotional/behavioral disabilities in self-contained classes that were actively moving students into more inclusive placements. Participants emphasized that their work was interdependent with others; they relied on others for work essential to meeting students’ needs. They shared that interactions were shaped by conceptions of students’ needs, the division of responsibilities, and resources. They experienced interactions on a continuum from alignment to misalignment; when experiencing alignment, they felt supported to meet student needs, whereas they felt misalignment challenged those efforts. Participants described using varied strategies to promote alignment. Results have implications for coordinating teachers’ efforts to serve students with emotional/behavioral disabilities.

患有情绪/行为障碍的学生越来越多地被纳入普通教育环境，要求他们的特殊教育者与其他教育者协调。然而，研究对他们与其他教育者的互动提供了有限的见解。因此，我们定性地研究了特殊教育工作者在积极将学生转移到更具包容性的安置的自给自足课程中为有情感/行为障碍的学生提供服务时，如何体验和引导与其他教育工作者的互动。参与者强调他们的工作与他人是相互依存的；他们依靠他人来完成满足学生需求所必需的工作。他们认为互动是由学生需求、责任分工和资源的概念塑造的。他们经历了从对齐到错位的连续统一体的交互；在体验对齐时，他们感到支持以满足学生的需求，而他们觉得不对齐会挑战这些努力。参与者描述了使用不同的策略来促进对齐。结果对协调教师为有情绪/行为障碍的学生服务的努力有影响。