Impact of co‐teaching on general educator self‐reported knowledge and use of inclusive practices for students with emotional and behavioral disabilities: A pilot investigation

This pilot study examined the self‐reported knowledge and implementation of recommended practices for supporting students with emotional and/or behavioral disorders (EBDs) in general education classrooms. Participants were general educators who had either limited experience in co‐teaching with a special educator or general educators with more consistent experience co‐teaching with a special educator. General educators with frequent opportunities to co‐teach with a special educator reported significantly higher levels of knowledge of classroom management and differentiation procedures. Additionally, general educators with more frequent opportunities to co‐teach with a special educator reported significantly higher levels of use of classroom management practices. Based on these results, we suggest that in the absence of adequate direct support from special education professionals, students with EBD who are placed in general education settings may be denied adequate and appropriate educational opportunities. However, this hypothesis requires further investigation utilizing methods such as systematic observation. Practitioner points Consistent in‐class support from a special educator is likely critical to the provision of inclusive instruction for students with emotional and behavioral disorders (EBDs). General educators may have difficulty providing inclusive practices and specialized services and supports to students with EBD due to competing demands on their time and expertise. Additional research using observation methods is needed to obtain a better understanding of inclusive instruction for students with EBD.