Abstract
The purpose of this phenomenological study was to explore and understand, from the perspective of experienced Special Education Teachers, successful practices and barriers in meeting the needs of students with emotional disturbance (ED) in Special Education Alternative programs. The study aims to gain an in-depth understanding, from the lived experiences of special education teachers, the critical elements required for comprehensive instructional and social-emotional learning (SEL) supports and services in meeting the diverse needs of ED students. Additionally, this research was conducted to gain insight into the barriers and systematic challenges in fulfilling the school's original intention of transitioning students to less restrictive educational settings once they are placed. Phenomenological interviews focused on the research questions revealed an expanded need for district level support, on-going professional development, and comprehensive Special Education Alternative program planning. Keywords: alternative program, disproportionality, marginalized, overrepresentation, student outcomes, segregated settings
","abstract_html":"<p>Abstract</p><p>The purpose of this phenomenological study was to explore and understand, from the perspective of experienced Special Education Teachers, successful practices and barriers in meeting the needs of students with emotional disturbance (ED) in Special Education Alternative programs. The study aims to gain an in-depth understanding, from the lived experiences of special education teachers, the critical elements required for comprehensive instructional and social-emotional learning (SEL) supports and services in meeting the diverse needs of ED students. Additionally, this research was conducted to gain insight into the barriers and systematic challenges in fulfilling the school's original intention of transitioning students to less restrictive educational settings once they are placed. Phenomenological interviews focused on the research questions revealed an expanded need for district level support, on-going professional development, and comprehensive Special Education Alternative program planning. Keywords: alternative program, disproportionality, marginalized, overrepresentation, student outcomes, segregated settings</p>","abstract_has_math":false,"creators":["Dibello, Jennifer L."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Teaching and Leadership","degree_department":null,"school":null,"contributors":["Ferri, Beth A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-05-15T07:00:00Z","date_published":"2022-05-15T07:00:00Z","updated_at":"2026-07-24T04:56:14Z","subjects":["alternative program","DisCrit","emotional disturbance","Education","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://surface.syr.edu/etd/1461","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ferri, Beth A."]},{"key":"dc:creator","label":"Author","values":["Dibello, Jennifer L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["alternative program","DisCrit","emotional disturbance","Education","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://surface.syr.edu/etd/1461"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Abstract
The purpose of this phenomenological study was to explore and understand, from the perspective of experienced Special Education Teachers, successful practices and barriers in meeting the needs of students with emotional disturbance (ED) in Special Education Alternative programs. The study aims to gain an in-depth understanding, from the lived experiences of special education teachers, the critical elements required for comprehensive instructional and social-emotional learning (SEL) supports and services in meeting the diverse needs of ED students. Additionally, this research was conducted to gain insight into the barriers and systematic challenges in fulfilling the school's original intention of transitioning students to less restrictive educational settings once they are placed. Phenomenological interviews focused on the research questions revealed an expanded need for district level support, on-going professional development, and comprehensive Special Education Alternative program planning. Keywords: alternative program, disproportionality, marginalized, overrepresentation, student outcomes, segregated settings
"]},{"key":"dc:title","label":"Title","values":["Pockets of Promise: A Phenomenological Study of Experienced Special Education Teachers Working With Students With Emotional Disturbance in an Alternative Program"]}]}],"canonical_facts":{"dc:contributor":["Ferri, Beth A."],"dc:creator":["Dibello, Jennifer L."],"dc:description.abstract":["Abstract
The purpose of this phenomenological study was to explore and understand, from the perspective of experienced Special Education Teachers, successful practices and barriers in meeting the needs of students with emotional disturbance (ED) in Special Education Alternative programs. The study aims to gain an in-depth understanding, from the lived experiences of special education teachers, the critical elements required for comprehensive instructional and social-emotional learning (SEL) supports and services in meeting the diverse needs of ED students. Additionally, this research was conducted to gain insight into the barriers and systematic challenges in fulfilling the school's original intention of transitioning students to less restrictive educational settings once they are placed. Phenomenological interviews focused on the research questions revealed an expanded need for district level support, on-going professional development, and comprehensive Special Education Alternative program planning. Keywords: alternative program, disproportionality, marginalized, overrepresentation, student outcomes, segregated settings
"],"dc:identifier":["https://surface.syr.edu/etd/1461"],"dc:subject":["alternative program","DisCrit","emotional disturbance","Education","Special Education and Teaching"],"dc:title":["Pockets of Promise: A Phenomenological Study of Experienced Special Education Teachers Working With Students With Emotional Disturbance in an Alternative Program"],"thesis:degree_discipline":["Teaching and Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T04:56:14Z"}