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Bettini, Elizabeth; Lillis, Jennifer; Stark, Kristabel; Brunsting, Nelson C.; Mathews, Hannah Morris – Remedial and Special Education, 2022
Students with emotional/behavioral disorders are increasingly included in general education settings, requiring their special educators to coordinate with other educators. Yet, research provides limited insights into their interactions with other educators. Thus, we qualitatively examined how special educators experienced and navigated…
Descriptors: Special Education Teachers, Students with Disabilities, Interaction, Emotional Disturbances
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Cumming, Michelle M.; O'Brien, Kristen Merrill; Brunsting, Nelson C.; Bettini, Elizabeth – Remedial and Special Education, 2021
Students with emotional/behavioral disorders (EBD) in self-contained settings depend on special educators to deliver high-quality instruction and behavior management, and special educators depend on administrators to create supportive working environments. Yet, to date, no studies have examined how working conditions relate to special educators'…
Descriptors: Students with Disabilities, Emotional Disturbances, Behavior Disorders, Special Education Teachers
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Bettini, Elizabeth A.; Cumming, Michelle M.; Merrill, Kristen L.; Brunsting, Nelson C.; Liaupsin, Carl J. – Journal of Special Education, 2017
Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of…
Descriptors: Emotional Disturbances, Self Contained Classrooms, Evidence Based Practice, Special Education Teachers
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O'Brien, Kristen Merrill; Brunsting, Nelson C.; Bettini, Elizabeth; Cumming, Michelle M.; Ragunathan, Maalavika; Sutton, Rachel – Exceptional Children, 2019
Special education teachers (SETs) who teach students with emotional or behavioral disorders (EBD) in self-contained settings are often less qualified, more stressed and burned out, and more likely to leave teaching than other SETs, resulting in a less effective workforce teaching students with significant behavioral and academic needs. Working…
Descriptors: Special Education Teachers, Teaching Conditions, Self Contained Classrooms, Emotional Disturbances
Bettini, Elizabeth; Lillis, Jennifer; Stark, Kristabel; Brunsting, Nelson C.; Mathews, Hannah Morris – Grantee Submission, 2021
Students with emotional/behavioral disorders are increasingly included in general education settings, requiring their special educators to coordinate with other educators. Yet, research provides limited insights into their interactions with other educators. Thus, we qualitatively examined how special educators experienced and navigated…
Descriptors: Special Education Teachers, Students with Disabilities, Interaction, Emotional Disturbances
Peer reviewed Peer reviewed
Direct linkDirect link
Bettini, Elizabeth; Cumming, Michelle M.; O'Brien, Kristen Merrill; Brunsting, Nelson C.; Ragunathan, Maalavika; Sutton, Rachel; Chopra, Akash – Exceptional Children, 2020
Schools experience difficulty retaining special educators to serve students with emotional or behavioral disorders (EBD) in self-contained settings, as they have higher rates of burnout and attrition than other educators. Administrators could prevent these outcomes by improving working conditions, but research provides limited insights into which…
Descriptors: Special Education Teachers, Intention, Students with Disabilities, Emotional Disturbances