Understanding high school teachers' attitudes toward the inclusion of students with an emotional disturbance

The study of inclusion of high school students with an emotional disturbance (ED) in general education classes lags behind the prevalence of the practice. To better understand how to support the inclusion of students with ED, the author employed surveys and interviews to understand general educators’ perceptions on students’ disturbing behaviors and academic skills in relationship to their readiness for inclusion and conducted a similar survey to understand the perspectives of students with ED. The results indicated that teachers were less tolerant of socially defiant behaviors and most valued cooperation. Teacher perceptions on inclusion varied based on teaching experience and personal experience. Contrary to the opinions of participating students, most general education teachers supported inclusion of students with ED.