Inclusive Instruction for Students with Emotional Disturbance and Evidence-Based Decision-Making

This chapter provides an overview of research related to the inclusive instruction of students receiving special education services for Emotional Disturbance. Selected studies are summarized, and study findings and limitations are discussed. Areas for future research are discussed, in consideration of the limited research available to inform school practice. Practice recommendations are also discussed, which include utilization of the full continuum of placement options, progress monitoring of student performance, monitoring Individualized Education Program implementation for fidelity, and individualized decision-making.