Students with Emotional and Behavioral Disorders in Inclusive Settings: A Meta-Synthesis

Abstract

Looking at students with emotional and behavioral disorders (E/BD) through the general educator’s eyes is often overwhelming and frustrating. Some of the behaviors that accompany students with E/BD are anti-social and pervasive to the general education setting. The category of E/BD is defined by the Individuals with Disabilities Education and Improvement Act of 2004 (IDEA) as: (A) An inability to learn which cannot be explained by intellectual, sensory, or health factors; (B) An inability to build or maintain satisfactory relationships with peers and teachers; (C) Inappropriate types of behavior or feelings under normal circumstances; (D) A general pervasive mood or unhappiness or depression; or (E) A tendency to develop physical symptoms or fears associated with personal or school problems. (IDEA, 2004) There are several strategies suggested throughout the literature on E/BD that can be implemented to minimize the general educators’ feelings of frustration.