| Summary: | The main objective of this study was to identify and document the perspectives of two urban public high schools as they relate to meeting the needs of Emotionally Disturbed (ED) students. The researcher followed a qualitative design for the multi-case study and obtained data through interviews with District Directors of Special Education, Principals, and focus groups with special education teachers and students. Eleven participants from the two urban school districts were interviewed and the study initially yielded two sets of findings. The first set of findings was comparable to the current literature on the practice of educating ED students. While, the second set of findings appeared to fall below the standards of current practice when educating the ED population. In turn there were three key findings discovered in this study: (1) Two urban public high schools are attempting to better meet the needs of ED students through stronger identification of students with ED, as well as through increased inclusion opportunities for ED students. (2) The need for more financial allocation in the areas of staff salaries and social opportunities for the ED population, both of which will help to meet the needs of ED students in the two urban public high settings. (3) The need for applicable staff training and hours that increases each teachers, assistant teachers and paraprofessionals knowledge when working with and attempting to meet the needs of ED students. The key findings could potentially have implications on schools and educators currently educating ED students and policy makers as decisions are made to meet the needs of ED students.
|
|---|
