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dc.contributor.authorCornell, Heidi R.
dc.contributor.authorSayman, Donna
dc.date.accessioned2020-01-07T21:00:12Z
dc.date.available2020-01-07T21:00:12Z
dc.date.issued2019-12-18
dc.identifier.citationHeidi R. Cornell & Donna M. Sayman (2019) An exploratory study of teachers’ experience with interagency collaboration for the education of students with EBD, Preventing School Failure: Alternative Education for Children and Youthen_US
dc.identifier.issn1045-988X
dc.identifier.urihttps://doi.org/10.1080/1045988X.2019.1703625
dc.identifier.urihttp://hdl.handle.net/10057/16979
dc.descriptionClick on the DOI link to access the article (may not be free).en_US
dc.description.abstractInteragency collaboration can easily be recognized as an intensive supportive practice that helps meet the complex needs of students with emotional and behavioral disorders (EBD). The purpose of this study was to explore how special education teachers of students with EBD experience interagency collaboration for the education of their students. Using a qualitative phenomenological approach, interview data were collected and analyzed. Teachers appeared to value what they perceived to be interagency collaboration to support the complex needs of their students, as it created a sense of awareness that was needed. However, teachers experienced unique challenges. Relationships between teachers and community agencies and/or families appear to be critical for overcoming these challenges. Implications of these findings for practice are addressed.en_US
dc.language.isoen_USen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofseriesPreventing School Failure;2019
dc.subjectEBDen_US
dc.subjectInteragency collaborationen_US
dc.subjectPhenomenologyen_US
dc.subjectQualitative researchen_US
dc.subjectSelf-containeden_US
dc.titleAn exploratory study of teachers’ experience with interagency collaboration for the education of students with EBDen_US
dc.typeArticleen_US
dc.rights.holder© 2019 Taylor & Francis Group, LLCen_US


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