| This qualitative case study investigated the impact of one private special education school on the students it serves who have been diagnosed with emotional and behavioral disorders (EBD). Wehlage's theory of school membership and the role that plays in helping students progress as well as Prochaska's theory of the Stages of Change informed the research. With these theories in mind the researcher attempted to answer the following two research questions: How and to what extent does this private special education school impact students with emotional and behavioral disorders engagement and participation in school different than the typical public school environments, as perceived by the students, administrators, and teachers of the private school serving them? And, what specific strategies and school-based practices used by the private school are the most effective at helping students change their behavior and become more engaged in school and connected to the school community, as perceived by students and school personnel? Data collection included interviews and focus groups with students and school personnel at the state approved private special education school in Massachusetts, as well as an analysis of student outcome data, and document review The goal of data analysis was to help identify strategies and practices that could be employed at other schools serving students with EBD as well as how the particular strategies and practices identified contribute to students with EBD feelings of school membership and their engagement in the stages of change. |
