Date of Award

4-2003

Degree Name

Doctor of Philosophy

Department

Educational Studies (to 2007)

Abstract

Recent research studies have determined that students with emotional and behavior disorders (EBD) are the most difficult to integrate into the general education environment. Students with EBD are most likely to be educated in separate settings and least likely to be found in traditional education environments. However, the mandate of the Individuals with Disabilities Education Act reauthorized in 1997 (IDEA '97) and the Least Restrictive Environment (LRE) regulation indicates all educators, including administrators, have the responsibility to challenge teachers and schools to be more inclusive regarding students with EBD and to provide services that better support students in this setting.

The study focuses on three issues: (a) the essential and supportive variables needed to be implemented in order for students with EBD to be successful in general education settings; (b) the quality indices are being implemented by school districts in the State of Michigan; and (c) the success of each district in placing students with EBD in partial and full inclusion settings when using the quality indices.

This study used a survey created by the researcher from a literature review to determine the use of the quality indices in each local education agency (LEA) in the State of Michigan. In addition, the survey asked questions regarding the placement of students with EBD in partial and full inclusion settings. The researcher then analyzed the use of quality indices and the relationship between the use of quality indices and both the success of districts with students with EBD and the placements in each available service delivery program.

Access Setting

Dissertation-Open Access

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