This study explores teachers' perspectives on mandala coloring as a therapeutic tool for middle grades students with disruptive behavior disorders (DBDs). Employing an explanatory sequential mixed-methods design, the research first conducted qualitative interviews with ten experienced teachers, followed by teachers' quantitative assessments of 60…

This article examines the importance of integrating culturally responsive teaching practices in classrooms for students who are culturally and linguistically diverse (CLD) with emotional and behavioral disorders (EBD). It highlights strategies supported by empirical research that amplify student voices through dialogue circles and flexible…

The reading trajectory of African Americans males within the PreK-12 special education system has been at the forefront of scholarship. This case study was to understand how Zion's misidentification may have influenced his reading experiences. The inequalities Zion encountered in Special Education are examined through the Critical Race Theory and…

Students attending school today can have a wide variety of needs in the classroom, both academically and behaviorally. One student group often regarded as challenging to support is students who have an emotional disturbance (ED; see discussion in Algozzine, 2017). Students with an ED usually require a different level of support to be successful at…

School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD).…