[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595145-105":59,"doc-detail-595145-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","general-educators-perceptions-of-social-inclusion-of-elementary-students-with-emotional-and-behavioral-disorders","General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders","","Students with emotional and behavioral disorders (EBD) show challenging behaviors and social skill delays that can disrupt relationship building. Early intervention in elementary school may reduce short- and long-term negative outcomes. Because many EBD students spend most of their day with general educators, these teachers can help create communities that support positive peer relationships and active classroom engagement. This study examined educators’ perceptions, facilitators, and barriers to social inclusion and identified four themes: inclusion, relationships, facilitators, and barriers/needs. Results highlight inclusion efforts alongside collaboration barriers and a need for professional development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/general-educators-perceptions-of-social-inclusion-of-elementary-students-with-emotional-and-behavioral-disorders/595145/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/general-educators-perceptions-of-social-inclusion-of-elementary-students-with-emotional-and-behavioral-disorders/595145.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"The study explored elementary general educators’ perceptions of social inclusion for students with EBD and identified facilitators of and barriers to social inclusion.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What themes did the researchers identify?",{"text":117,"@type":113},"The researchers identified four themes: social inclusion, relationships, facilitators, and barriers and needs.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers and needs did the study report?",{"text":121,"@type":113},"General educators worked to socially include students with EBD but faced barriers related to collaboration with special educators and needed professional development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595145,1792166349,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders  \nBehavioral Disorders 2022, Vol. 48(1) 16–28  \n© Hammill Institute on Disabilities 2022 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/01987429221079047](DOI: 10.1177/01987429221079047)[ ](DOI: 10.1177/01987429221079047)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd)  \nStacy N. McGuire, MS, BCBA 1, and Hedda Meadan, PhD, BCBA-D 1  \nAbstract  \nStudents with emotional and behavioral disorders (EBD) exhibit challenging behaviors and social skills delays that can interfere with their ability to build relationships. Intervening early (e.g., in elementary school) can prevent short-and longterm consequences of these challenging behaviors. General educators serve as the primary teacher of these students, with some students with EBD spending more than 80% of their school day in the general education setting. In addition, given the amount of time elementary students spend with their general educators, these educators may be able to build a community that can help students establish and maintain positive relationships while engaging equally and actively in classroom activities. The purposes of this study were to (a) explore elementary general educators’ perceptions of social inclusion of students with EBD, and (b) identify facilitators of and barriers to social inclusion. We identified four themes: social inclusion, relationships, facilitators, and barriers and needs. Findings indicated that general educators work to socially include students with EBD, but they faced barriers related to collaboration with special educators and needed professional development. Implications include the need for more collaboration between practitioners to promote socially inclusive environments for students with EBD.  \nKeywords  \nteacher perceptions, general education, special education, emotional and behavioral disorders, social inclusion  \nStudents in schools exhibit challenging behaviors on a daily basis; however, students identified with emotional and behavioral disorders (EBD) display behaviors that extend beyond typical challenging behaviors. They may exhibit externalizing (e.g., aggression, impulsivity, vandalism) and/ or internalizing (e.g., anxiousness, withdrawal) behaviors that impede navigating the school environment in a variety of ways, such as (a) attending to academic instruction,(b) complying with educator directions, or (c) feeling fearful of school (Landrum, 2017) . Students with EBD can also struggle with social functioning that impedes managing interpersonal relationships (Farmer, Talbott, et al., 2018) . Many students with EBD struggle to acquire or use socially acceptable behaviors, such as conversational turn taking, helping others, and following rules (Farmer, Talbott, et al., 2018) . Behaviors such as social withdrawal can lead to social isolation, and students with EBD can sometimes misread social cues and norms, causing them to respond inappropriately to certain situations (Lane et al., 2005) .  \nStudents with EBD engage in challenging behavior, which makes them subject to exclusionary discipline such as suspension and expulsion in early childhood and elementary  \nschool (Meek et al., 2020; Skibaetal., 2014; U.S. Department of Education, 2019). Examination of suspension data among students with disabilities revealed that students with EBD were more likely to be suspended than students with other disabilities (U.S. Department of Education, 2019) . The impact of such exclusionary discipline is not a reduction in challenging behavior (Meek et al., 2020) but instead reduced academic and social learning in the classroom (Loson & Gillespie, 2012; Skiba et al., 2014) . Because students with EBD already have delays attending to academic instruction and social–emotional functioning (Farmer, Talbott, et al., 2018; L","cbCaivxZajaMNvmz","https://ap.wps.com/l/cbCaivxZajaMNvmz","pdf",431917,13,"English","# Abstract\n# Background: Emotional and Behavioral Disorders and Social Functioning\n## Challenging behaviors and social skill delays\n## Exclusionary discipline and academic/social impacts\n# Purpose of the Study\n## Research aims (perceptions, facilitators, barriers)\n# Findings and Themes\n## Social inclusion and relationships\n## Facilitators and barriers/needs\n# Implications for Practice\n## Collaboration and professional development needs","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"The study explored elementary general educators’ perceptions of social inclusion for students with EBD and identified facilitators of and barriers to social inclusion.\"},{\"question\":\"What themes did the researchers identify?\",\"answer\":\"The researchers identified four themes: social inclusion, relationships, facilitators, and barriers and needs.\"},{\"question\":\"What barriers and needs did the study report?\",\"answer\":\"General educators worked to socially include students with EBD but faced barriers related to collaboration with special educators and needed professional development.\"}]","General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders | PDF",1792080521,33]