**1. Introduction**

The murmuring voices in the classroom suddenly came to a halt with the outburst of a student as he shouted "I won't do it! Pick someone else! I'm going to kill you! I want to cut out your eyes out and kill you! You need to die!" [1, 2]. Upon hearing these phrases, one might have a variety of reactions, including shock as these phrases were uttered to a teacher. It may also surprise a casual observer to note that these phrases were coming from a first grade boy, with no medical or mental health diagnosis, in a general education classroom. Although the words used by the young student are disturbing; it is not an uncommon occurrence in public schools today for classrooms to have students that are considered "deviant, disruptive, and nonconforming" [3]. In fact, disrespectful and deviant behavior is anything but a recent issue in the history of education but is considered by many teachers to be on the rise in classrooms today. In the past few decades there has been an increased

interest in the idea of inclusive education [4]. In spite of the extraordinary attention given to this topic, there has been a general absence of empirically sound research to guide policy and practice including children and youth diagnosed with emotional and behavioral disorders [1].

The ways in which educators have dealt with nonconforming students has changed over time. Students with emotional and behavioral challenges have been more apt to receive their education in specialized and non-integrated settings. The most significant alterations of the placement and education of students considered to have "deviant" or disruptive behaviors changed most significantly in the United States with the passage of The Individuals with Disabilities Education Act (IDEA), (Public Law 101-476; Public Law 105-17) passed in 1975 (as PL 94-142) amended 1997 and again in 2004. With this act, there has been increased attention to inclusive schooling, ruling every child is eligible to receive a free and appropriate education (FAPE) and to learn in the least restrictive environment (LRE) possible. Therefore, students with disruptive behaviors previously placed in alternative learning arrangements are now often mainstreamed or included into general education environments. This is considered the inclusion model of teaching, particularly if the disruptive child has special educational needs. The word inclusion has different meanings for various communities, but for the purposes of this chapter inclusion will encompass students educated in a heterogeneous, age-appropriate, child-focused school environment to prepare all students for full participation in a diverse and integrated society. A general education classroom is considered the program of education that children who are typically developing should receive, based on state standards.

True integration of students with emotional disabilities into general education classrooms is contingent upon attitudinal and social support [5]. Educators have known for decades that successful inclusion of students with disabilities, especially those with behavioral and emotional challenges, requires understanding and support from those with whom they share a classroom [1]. Teachers who engage in teaching inclusively are often resistant not because of the students with disabilities, but more about the valid concern of their preparedness to meet the demands of teaching multiple abilities in the same classroom [6]. The dominant factors inhibiting teachers to teach inclusively include attitudinal barriers and possessing the skills or knowledge to implement inclusive practices [7].

There are diverging philosophies guiding the educational expectations for students whose educational classification or stereotype is linked to their special education labels, particularly students considered with behavior disorders. This piece is an attempt to capture a snapshot of students with troubling behaviors in one inclusive classroom. Several months of observations revealed the frustrations of the inclusive teacher and the challenges presented to her in the attempt to educate several troubled students. The observer concluded that by creating a caring and empathetic classroom, the inclusive classroom may not eliminate the behaviors, however; inclusion can create positive learning experiences and promote student success despite the challenges.

#### **2. History of educating troubled students**

As stated, in American schools today, IDEA mandates that all students with disabilities have the legal right to be educated in the Least Restrictive Environment (LRE) and cannot be removed from a general education classroom simply because the school is not prepared to meet a student's needs [2]. Therefore, training for the education grade level team can be written into an Individual Education Plan (IEP) under support for school personnel [2]. Schools are required to provide a level of

**241**

*Obstacles to Inclusion: One Early Childhood Inclusive Teacher's Perspective*

considered nondisabled prior to the implementation of IDEA.

IDEA further puts forth that every child is eligible to receive FAPE and to learn in the least restrictive environment (LRE) possible. Even though IDEA does not specifically state students with disabilities be placed in an inclusive classroom, it does support the goal to create an educational system which provides equal access and opportunities for all students. Research shows there is a wealth of knowledge in the more than two decades of implementation that supports the inclusion of children with disabilities in education settings, including those with emotional disturbances [8, 9]. According to Baglieri and Shapiro, "students seen as exhibiting emotionally disturbed behaviors need to be included in the mainstream of education for three reasons: (1) to give them a chance to interact with youngsters who are not handicapped, (2) to provide constructive role models for behavior, and (3) to keep up academically" [8]. Often, the prevalent obstacle to including students with emotional disturbances in the inclusive classroom involves the negative teacher attitudes toward including students with significant behavior challenges. Studies regarding teacher attitudes "represent one of the largest bodies of research investigating the critical area of inclusion" [5, 10]. Teachers are often "confused, overwhelmed, and ill prepared to work effectively in inclusive classrooms and schools" due to inexperience and poor professional preparation in working with students with disabilities [3]. A review of

training under IDEA such as training in inclusive schooling, differentiation, modifying and adapting instruction, and collaboration. The law specifically guarantees that children with disabilities are entitled to the Least Restrictive Environment (LRE):

*To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Through the use of modifications, students can engage with content in different ways with different materials and supports than other students [2].*

Danforth and Smith in *Engaging Troubling Students,* reveal a great deal about the ways in which schools educate and have educated "troubled" students. The authors use the term "troubled" to describe students as behaving in ways that teachers and administrators find troubling. This behavior includes students who "resist, oppose school authority and norms in dramatic, loud and violent ways" [3]. Often the solution in the education of troubling students is to label them with an emotional disturbance and place them in a segregated classroom where their needs and issues can be specifically addressed. Before examining the snapshot of troubling students in a typical classroom, it is important to review a brief history of American education conceptualizing the problem behaviors of children in general education classrooms. The construction of the disability category "emotional disturbance" (ED) became more widely known after World War II, and thus ED programs became a "central, consistent element within the framing of behavioral difficulties in American schools" [3]. Children identified with behavioral disorders are included in this category of disability [8]. IDEA provides a definition of emotional disturbance as a condition exhibiting characteristics that adversely affects a child's educational performance. According to Danforth and Smith, a study in 1980 revealed a "478% increase in the number of students labeled ED in American public schools in less than 5 years" [3]. The reason for this significant jump in the number of labeled students is due to a combination of factors such as "an acceptance of this excluded group into the public schools and the new diagnosis of ED" that were once

*DOI: http://dx.doi.org/10.5772/intechopen.80982*

and behavioral disorders [1].

developing should receive, based on state standards.

or knowledge to implement inclusive practices [7].

**2. History of educating troubled students**

success despite the challenges.

interest in the idea of inclusive education [4]. In spite of the extraordinary attention given to this topic, there has been a general absence of empirically sound research to guide policy and practice including children and youth diagnosed with emotional

The ways in which educators have dealt with nonconforming students has changed

True integration of students with emotional disabilities into general education classrooms is contingent upon attitudinal and social support [5]. Educators have known for decades that successful inclusion of students with disabilities, especially those with behavioral and emotional challenges, requires understanding and support from those with whom they share a classroom [1]. Teachers who engage in teaching inclusively are often resistant not because of the students with disabilities, but more about the valid concern of their preparedness to meet the demands of teaching multiple abilities in the same classroom [6]. The dominant factors inhibiting teachers to teach inclusively include attitudinal barriers and possessing the skills

There are diverging philosophies guiding the educational expectations for students whose educational classification or stereotype is linked to their special education labels, particularly students considered with behavior disorders. This piece is an attempt to capture a snapshot of students with troubling behaviors in one inclusive classroom. Several months of observations revealed the frustrations of the inclusive teacher and the challenges presented to her in the attempt to educate several troubled students. The observer concluded that by creating a caring and empathetic classroom, the inclusive classroom may not eliminate the behaviors, however; inclusion can create positive learning experiences and promote student

As stated, in American schools today, IDEA mandates that all students with disabilities have the legal right to be educated in the Least Restrictive Environment (LRE) and cannot be removed from a general education classroom simply because the school is not prepared to meet a student's needs [2]. Therefore, training for the education grade level team can be written into an Individual Education Plan (IEP) under support for school personnel [2]. Schools are required to provide a level of

over time. Students with emotional and behavioral challenges have been more apt to receive their education in specialized and non-integrated settings. The most significant alterations of the placement and education of students considered to have "deviant" or disruptive behaviors changed most significantly in the United States with the passage of The Individuals with Disabilities Education Act (IDEA), (Public Law 101-476; Public Law 105-17) passed in 1975 (as PL 94-142) amended 1997 and again in 2004. With this act, there has been increased attention to inclusive schooling, ruling every child is eligible to receive a free and appropriate education (FAPE) and to learn in the least restrictive environment (LRE) possible. Therefore, students with disruptive behaviors previously placed in alternative learning arrangements are now often mainstreamed or included into general education environments. This is considered the inclusion model of teaching, particularly if the disruptive child has special educational needs. The word inclusion has different meanings for various communities, but for the purposes of this chapter inclusion will encompass students educated in a heterogeneous, age-appropriate, child-focused school environment to prepare all students for full participation in a diverse and integrated society. A general education classroom is considered the program of education that children who are typically

**240**

training under IDEA such as training in inclusive schooling, differentiation, modifying and adapting instruction, and collaboration. The law specifically guarantees that children with disabilities are entitled to the Least Restrictive Environment (LRE):

*To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Through the use of modifications, students can engage with content in different ways with different materials and supports than other students [2].*

Danforth and Smith in *Engaging Troubling Students,* reveal a great deal about the ways in which schools educate and have educated "troubled" students. The authors use the term "troubled" to describe students as behaving in ways that teachers and administrators find troubling. This behavior includes students who "resist, oppose school authority and norms in dramatic, loud and violent ways" [3]. Often the solution in the education of troubling students is to label them with an emotional disturbance and place them in a segregated classroom where their needs and issues can be specifically addressed. Before examining the snapshot of troubling students in a typical classroom, it is important to review a brief history of American education conceptualizing the problem behaviors of children in general education classrooms.

The construction of the disability category "emotional disturbance" (ED) became more widely known after World War II, and thus ED programs became a "central, consistent element within the framing of behavioral difficulties in American schools" [3]. Children identified with behavioral disorders are included in this category of disability [8]. IDEA provides a definition of emotional disturbance as a condition exhibiting characteristics that adversely affects a child's educational performance. According to Danforth and Smith, a study in 1980 revealed a "478% increase in the number of students labeled ED in American public schools in less than 5 years" [3]. The reason for this significant jump in the number of labeled students is due to a combination of factors such as "an acceptance of this excluded group into the public schools and the new diagnosis of ED" that were once considered nondisabled prior to the implementation of IDEA.

IDEA further puts forth that every child is eligible to receive FAPE and to learn in the least restrictive environment (LRE) possible. Even though IDEA does not specifically state students with disabilities be placed in an inclusive classroom, it does support the goal to create an educational system which provides equal access and opportunities for all students. Research shows there is a wealth of knowledge in the more than two decades of implementation that supports the inclusion of children with disabilities in education settings, including those with emotional disturbances [8, 9]. According to Baglieri and Shapiro, "students seen as exhibiting emotionally disturbed behaviors need to be included in the mainstream of education for three reasons: (1) to give them a chance to interact with youngsters who are not handicapped, (2) to provide constructive role models for behavior, and (3) to keep up academically" [8].

Often, the prevalent obstacle to including students with emotional disturbances in the inclusive classroom involves the negative teacher attitudes toward including students with significant behavior challenges. Studies regarding teacher attitudes "represent one of the largest bodies of research investigating the critical area of inclusion" [5, 10]. Teachers are often "confused, overwhelmed, and ill prepared to work effectively in inclusive classrooms and schools" due to inexperience and poor professional preparation in working with students with disabilities [3]. A review of

the literature on teachers' attitudes toward working with students with ED reveals that general education teachers frequently report a resistance to full inclusion, often not a result of rejecting students, rather from feelings of a lack of competency [10]. Several studies have determined that more positive attitudes are reported following training and the most positive attitudes toward inclusion can be found in teachers who received more education for working with students with disabilities [11]. There is a correlation between teacher attitudes and their knowledge of disabilities. Negative attitudes might exist toward students with disabilities and inclusion because the teachers do not perceive that they have enough knowledge about this subject area [5, 11].
