Creative Commons License
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Date of Graduation
Summer 2017
Document Type
Thesis
Degree Name
Educational Specialist (EdS)
Department
Department of Graduate Psychology
Advisor(s)
Tammy D. Gilligan
Deborah Kipps-Vaughan
Dannette Allen-Bronaugh
Abstract
This study serves as an investigation of the current practices of special education teachers when working with children labeled as Emotionally Disabled. This paper explores research that highlights a critical “gap” that has existed between the research and special education fields in the provision of support and intervention services for students with emotional disabilities. Although a significant amount of research exists pertaining to best practices and evidence-based interventions when working with children with emotional disabilities; specific research regarding current practices of special education teachers and to what degree best practices recommendations are being implemented with these students is sparse. The current study is proposed as a means of gaining insight into current practices of special education teachers in order to evaluate if this proposed “gap” continues to exist, and if so, to identify possible reasons for its continued existence. In this study, special education teachers in the state of Virginia were asked to complete a survey specific to their current practices when working with students with emotional disabilities and regarding their personal opinions related to the feasibility, practicality, and applicability of scientifically supported evidence-based recommendations when working with students with emotional disabilities within the academic setting.
Recommended Citation
Simmers, Mandi, "Bridging the gap between current special education practices and models of best practice in addressing the needs of students with emotional disabilities" (2017). Educational Specialist, 2009-2019. 118.
https://commons.lib.jmu.edu/edspec201019/118
