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Students with Emotional and Behavioral Disorders (EBD), have difficulties maintaining relationships, receive multiple discipline referrals and decline in academic endeavors.

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Students that fit the criteria for EBD are often placed in a restrictive Emotional Support (ES) classroom and have infrequent interaction with their general education peers and curriculum. While being segregated from their peers it is only fair to consider how that impacts the way EBD students feel about themselves and their experience. Also, do these perceptions impact the future EBD students imagine for themselves.

The purpose of this study is to give a voice to the students who are identified has EBD and understand the impact of the classification of EBD on student perception and believed future outcomes.

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1)    What is the formal school experience like for a student with a diagnosis of an emotional or behavioral disorder?

2)    What perceptions does a student with an emotional or behavioral disorder have of him/herself and the future?

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Epistemological - work closely with and interact with participants in order to better understand and analyze their perspectives and beliefs.

Experience- emotional support teacher, special education liaison, special education case manager, special education director

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Emotional Support
Social-Emotional Learning
Itinerent
Supplemental
Full Time
Least Restrictive Environment

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- Small study
- Heavy reliance on qualitative data
- Bias
- EBD students don't care to participate
- Participants will respond the same way because experiencing similar situations
- EBD students are not respected by peers or adults

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Americans with Disabilities Act (ADA)
No Child Left Behind (NCLB)
Individuals with Disabilities Act 2004 (IDEA)

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Defining
Community Involvement
Family Involvement

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SEL Curriculum - Second Step
Resiliency
Discipline

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Mixed methods

Take quantitative data first to drive questioning in qualitative data collection.

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Middle School Students
- EBD diagnosis
- Receive free or reduced lunch
- Economically disadvantaged
- Recieve Special Education Supports

School District in South East Pennsylvania
- 1 school with Itinerant ES
- 1 school with supplemental ES
- 1 school with full time ES

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Surveys
Observations
Interviews

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- Physical and Emotional Safety
- Privacy
- Confidentiality