| dc.description.abstract | The purpose of this study was to examine special education teachers’ feelings of readiness to manage the behaviors of students with emotional disabilities. Specifically, the study investigated how prepared special education teachers feel to meet the behavioral needs of students with emotional disabilities. The study’s qualitative data pecial education teachers representing seven different schools in a district in northeast Tennessee. Special education teachers currently teaching in interventionist, resource, self-contained, or behavior settings participated in the study. Data were analyzed using Creswell’s (2013) six-step approach for qualitative analysis. Once all data was collected and coded, three themes emerged in the findings: (1) Behavior Interventions and Strategies, (2) Where Special Education Teachers Learn Behavior Interventions and Strategies, and (3) Supports and Barriers. | en_US |
