{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1160"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1160","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Using a professional learning community to include emotionally and behaviorally disordered students and their teachers in inclusion programs","abstract":"Students with Emotional and Behavioral Disorders (EBD) are considered the most difficult to include within school inclusion programs, and therefore, are often excluded from inclusion programs (Yell, 2004). One of the main challenges with implementing successful inclusion programs is that teachers are not equipped with the skills to work with all students. The purpose of this mixed methods action research study is to evaluate and improve an inclusion program that is not only successful for student achievement, but one that also relies heavily on teachers' voice and input and that will encourage teachers to improve their attitudes towards emotionally behaviorally disturbed (EBD) students. This study employed a professional learning community as a means to give the teachers a voice in the inclusion program, and allow the teachers to work together to find strategies best fitted for this population of students. The results of this study can be used to help other schools in their quest to support EBD students. This study hows that with collaboration and appropriate strategies, it is not only possible, but also beneficial to have inclusion programs for EBD students.","abstract_html":"Students with Emotional and Behavioral Disorders (EBD) are considered the most difficult to include within school inclusion programs, and therefore, are often excluded from inclusion programs (Yell, 2004). One of the main challenges with implementing successful inclusion programs is that teachers are not equipped with the skills to work with all students. The purpose of this mixed methods action research study is to evaluate and improve an inclusion program that is not only successful for student achievement, but one that also relies heavily on teachers' voice and input and that will encourage teachers to improve their attitudes towards emotionally behaviorally disturbed (EBD) students. This study employed a professional learning community as a means to give the teachers a voice in the inclusion program, and allow the teachers to work together to find strategies best fitted for this population of students. The results of this study can be used to help other schools in their quest to support EBD students. This study hows that with collaboration and appropriate strategies, it is not only possible, but also beneficial to have inclusion programs for EBD students.","abstract_has_math":false,"creators":["Alegria, Melody"],"institution":null,"degree_name":"Ed.D. Educational Leadership","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Kuder, S Jay"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-02-01T08:00:00Z","date_published":"2012-02-01T08:00:00Z","updated_at":"2026-07-24T04:12:56Z","subjects":["Behavior disorders in children; Inclusive education; Professional learning communities","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/161","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuder, S Jay"]},{"key":"dc:creator","label":"Author","values":["Alegria, Melody"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:44Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. 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The purpose of this mixed methods action research study is to evaluate and improve an inclusion program that is not only successful for student achievement, but one that also relies heavily on teachers' voice and input and that will encourage teachers to improve their attitudes towards emotionally behaviorally disturbed (EBD) students. This study employed a professional learning community as a means to give the teachers a voice in the inclusion program, and allow the teachers to work together to find strategies best fitted for this population of students. The results of this study can be used to help other schools in their quest to support EBD students. This study hows that with collaboration and appropriate strategies, it is not only possible, but also beneficial to have inclusion programs for EBD students."]},{"key":"dc:title","label":"Title","values":["Using a professional learning community to include emotionally and behaviorally disordered students and their teachers in inclusion programs"]}]}],"canonical_facts":{"dc:contributor":["Kuder, S Jay"],"dc:creator":["Alegria, Melody"],"dc:date.available":["2020-03-03T19:58:44Z"],"dc:description.abstract":["Students with Emotional and Behavioral Disorders (EBD) are considered the most difficult to include within school inclusion programs, and therefore, are often excluded from inclusion programs (Yell, 2004). One of the main challenges with implementing successful inclusion programs is that teachers are not equipped with the skills to work with all students. The purpose of this mixed methods action research study is to evaluate and improve an inclusion program that is not only successful for student achievement, but one that also relies heavily on teachers' voice and input and that will encourage teachers to improve their attitudes towards emotionally behaviorally disturbed (EBD) students. This study employed a professional learning community as a means to give the teachers a voice in the inclusion program, and allow the teachers to work together to find strategies best fitted for this population of students. The results of this study can be used to help other schools in their quest to support EBD students. This study hows that with collaboration and appropriate strategies, it is not only possible, but also beneficial to have inclusion programs for EBD students."],"dc:identifier":["https://rdw.rowan.edu/etd/161"],"dc:subject":["Behavior disorders in children; Inclusive education; Professional learning communities","Elementary Education and Teaching"],"dc:title":["Using a professional learning community to include emotionally and behaviorally disordered students and their teachers in inclusion programs"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. Educational Leadership"]},"updated_at":"2026-07-24T04:12:56Z"}