Factors Considered in Determining Educational Setting for Students with Emotional Disturbance

• Main Author: Hoge, Matthew Ryan
• Other Authors: Liaupsin, Carl J.
• Language: en
• Published: The University of Arizona. 2013
• Subjects: Emotional disturbance; Focus group research; Special Education; Educational setting
• Online Access: http://hdl.handle.net/10150/301560

The present study identified factors influencing determination of educational setting for students with Emotional Disturbance (ED). Determination of most appropriate educational setting, a key provision of students' individualized education programs (IEP) continues to be one the most contentious issues in special education. Focus group interviews were conducted to identify and understand factors contributing to placement decisions for IEP teams. Qualitative analysis of interviews produced three themes. First, IEP team members' beliefs, knowledge, and attitudes of ED influenced their recommendations for placement decisions. Second, teacher and resource-based factors played as critical a role as student-based factors in where students were placed. Third, needs of school-based stakeholders (i.e. teachers, principals, district officials) competed with those of the student with ED. Previous interview-based research on factors related to the determination of educational setting for students with ED relied predominantly on a single population: teachers. This study extends the research literature by including psychologists and principals as participants. The findings, provided by a cross section of school districts and personnel, highlight challenges related to the provision of high quality educational services for students with ED.