Special Educators’ Conceptualizations of Emotional Disturbance and Educational Placement Decision Making for Middle and High School Students

Abstract

The purposes of this study were to examine secondary school special educators’ perspectives on (1) the relative importance of the academic, mental health, and behavioral elements of the emotional disturbance (ED) special education classification in relation to determining eligibility for students with suspected ED, and (2) factors that are relevant both to education placement decision making for students classified with ED and to decision making regarding the degree of restrictiveness of education placements, including highly restrictive, alternative placements. A national survey was conducted with 1,025 middle and high school special educators. Results indicated that aggression was the most important factor for considering ED eligibility, followed by psychiatric diagnoses and, lastly, academic factors such as grades and achievement scores. Effectiveness was rated as very important in determining a student’s education placement, whereas financial cost and logistical issues were rated as less important. Some differences emerged between middle school and high school participants on items related to determining education placement. Compared to middle school educators, high school educators indicated that students themselves play a more active role in determining education placement. High school educators also indicated that they are more likely to consider homebound instruction and computer/web-based programs and that they better meet the vocational needs of students classified with ED. Middle school special educators indicated that they better meet the behavioral and emotional needs of students classified with ED.