An exploratory study of teachers’ experience with interagency collaboration for the education of students with EBD
Cornell, Heidi R. Sayman, Donna
Cornell, Heidi R.
Sayman, Donna
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Issue Date
2019-12-18
Type
Article
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Keywords
EBD,Interagency collaboration,Phenomenology,Qualitative research,Self-contained
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Citation
Heidi 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 Youth
Abstract
Interagency 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.
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Publisher
Taylor & Francis
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Preventing School Failure;2019
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ISSN
1045-988X