Abstract
A growing number of students with emotional disabilities (ED) receive at least some of their instruction in general education classrooms. Accordingly, special education and general education teachers must be prepared to address the diverse academic and non-academic needs of students with ED. In the present study, we conducted a survey to identify teacher perspectives regarding the (a) importance, (b) amount of use, and (c) level of preparation regarding 20 evidence-based practices identified from a review of the literature. Survey results indicated that many special education teachers and general education teachers lack the necessary preparation to implement a number of evidence-based classroom practices effectively. Findings have major implications for preservice teacher education and in-service professional development.
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