Author(s)

Melody Alegria

Date Approved

2-1-2012

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership

College

College of Education

First Advisor

Kuder, S Jay

Subject(s)

Behavior disorders in children;Inclusive education;Professional learning communities

Disciplines

Elementary Education and Teaching

Abstract

Students with Emotional and Behavioral Disorders (EBD) are considered the most difficult to include within school inclusion programs, and therefore, are often excluded from inclusion programs (Yell, 2004). One of the main challenges with implementing successful inclusion programs is that teachers are not equipped with the skills to work with all students. The purpose of this mixed methods action research study is to evaluate and improve an inclusion program that is not only successful for student achievement, but one that also relies heavily on teachers' voice and input and that will encourage teachers to improve their attitudes towards emotionally behaviorally disturbed (EBD) students. This study employed a professional learning community as a means to give the teachers a voice in the inclusion program, and allow the teachers to work together to find strategies best fitted for this population of students. The results of this study can be used to help other schools in their quest to support EBD students. This study hows that with collaboration and appropriate strategies, it is not only possible, but also beneficial to have inclusion programs for EBD students.

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