Supporting Students with Emotional and Behavior Disorders: Perceptions of Health Providers, Special Educators, General Educators, Administrators and Parents
Randy L. Seevers

Abstract
Teacher candidates are focused upon developing an understanding of the classroom environment, as it pertains to their subject matter area of expertise. Further, the integration of students with emotional and behavioral disorders (EBD) within the learning environment has become an area of interest over the previous ten year period. As such, the appropriate and successful integration of students with emotional and behavioral disorders is explored from different perspectives. This manuscript presents the outcomes of a study where university students survey health providers, special educators, general educators, administrators and parents on two key questions: 1) Who should be responsible for students with emotional/behavioral disorders, and 2) What can be done to better support students with behavioral needs in the inclusive classroom? The researcher discovered several themes that emerged from the study that are supportive of students with emotional and behavioral disorders.

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