**7. Conclusion**

Although the observations were just a single case study of troubling students in one inclusive classroom, the observations revealed first and foremost the frustrations of the inclusive teacher and the challenges presented to teachers by troubling students. Negotiating those challenges and the benefits of inclusion for Mrs. Bradwell was extremely difficult. Based on the observations and what Mrs. Bradwell shared of her classroom dynamics at the start of the year, there appeared to be a different outcome compared to the impressions of the observe, one that confirms the

conclusions of Danforth and Smith [3, 19]. The observations revealed how creating a caring classroom can ultimately promote student engagement and participation within the inclusive classroom and that these interactions and relationships can have a profound impact on the emotional well-being and learning of all students, but especially the students with troubling behaviors.

The teacher interview and conversations demonstrated although nothing fully prepares a teacher to teach inclusively troubling students, an important aspect in her teaching was to recognize that each student is different and have varying educational needs. This of course applies universally to all students, troubling or not. The classroom teacher worked tirelessly to develop positive relationships with all of her students. Ultimately, it takes time, patience and persistence to meet the individual needs of each and every student in the classroom, regardless of their emotional, behavioral and educational needs. Then again, is not that true of good teaching regardless?
