Author(s)

James BarrFollow

Date

3-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Gina Grogan

Keywords

Emotional and Behavioral Disorders, General Education Teachers Perspectives, Inclusion, Middle School

Disciplines

Disability and Equity in Education | Junior High, Intermediate, Middle School Education and Teaching | Special Education and Teaching

Abstract

This phenomenological study explored the shared experience of rural middle school general education teachers of students diagnosed with emotional and behavioral disorders (EBD) in inclusive classrooms. The study began by examining related issues associated with inclusive environments. Data analysis was structured around phenomenological organizational methods: that there exists within the phenomenon a descriptive experience, and within that experience there are voids of possible explanation and interpretation. The research incorporated observations, interviews, and documents as forms of data collection. This inquiry sought to uncover the ways in which general education teachers who serve students diagnosed with emotional and behavioral disabilities find meaning. It utilized essential themes that characterize the phenomenon through the use of rich and descriptive writing. Moreover, it employed systematic data analysis procedures and established guidelines for assembling the textual and structural descriptions. Data analysis was conducted through coding, peer review, triangulation, and enriched description. Finally, I provided suggestions for areas of future study framed around issues of educational practices.