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Introduction:

In today’s inclusive classrooms, teachers are faced with the challenge of supporting students with emotional and behavioral disorders (EBD). These students often exhibit behaviors that can disrupt the learning environment and make it difficult for them to succeed academically. As a result, there is a growing need for effective strategies to help these students thrive in inclusive settings. This thesis will explore various approaches that educators can use to support students with EBD in inclusive classrooms.

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter 2: Literature Review
2.1 Overview of emotional and behavioral disorders
2.2 Challenges faced by students with EBD
2.3 The impact of inclusive classrooms on students with EBD
2.4 Strategies for supporting students with EBD in inclusive classrooms
2.5 Collaborative approaches to supporting students with EBD
2.6 Training and professional development for educators
2.7 The role of school counselors in supporting students with EBD
2.8 The importance of family involvement
2.9 Best practices in supporting students with EBD
2.10 Summary of key findings

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Ethical considerations
3.6 Limitations of the study
3.7 Trustworthiness and reliability
3.8 Conclusion

Chapter 4: Discussion of Findings
4.1 Overview of the findings
4.2 Strategies that were most effective in supporting students with EBD
4.3 Challenges faced in implementing support strategies
4.4 Implications for practice
4.5 Recommendations for future research
4.6 Conclusion

Chapter 5: Conclusion and Summary
5.1 Summary of key findings
5.2 Implications for educators
5.3 Recommendations for supporting students with EBD
5.4 Conclusion

Thesis Overview:

Students with emotional and behavioral disorders (EBD) face unique challenges in the classroom, as their behaviors can often disrupt the learning environment and hinder their academic success. Inclusive classrooms strive to create a supportive environment for all students, including those with EBD, but teachers may struggle to effectively support these students. This thesis will explore strategies for supporting students with EBD in inclusive classrooms, with a focus on collaborative approaches, professional development for educators, the role of school counselors, family involvement, and best practices. The research methodology will involve a qualitative study to gather insights from educators, school counselors, and families of students with EBD. The findings will highlight effective strategies, challenges, and recommendations for supporting these students in inclusive settings. By addressing the unique needs of students with EBD, educators can create a more inclusive and supportive learning environment for all students.

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