BY

This study identified the expected knowledge/skills needed for working with children and youth with emotional/behavioral disorders (E/BD) in general education classroom settings, as identified by general educators. A survey instrument containing 52 knowledge/skills statements, previously identified as critical for working with students with E/BD by special educators, was administered to 150 general elementary, intermediate, middle, and secondary teachers. Mann-Whitney U tests were calculated to determine the differences between general educators ' beliefs and special educators' beliefs regarding necessary knowledge/skills for working with students with E/BD. Three areas were investigated for differences: (a) Importance, (b) Proficiency, and (c) Frequency of Use. Three open-ended, unstructured questions were also included in the survey and responses to these questions were summarized. The findings indicated that general educators and special educators differ in all three areas (Importance, Proficiency, and Frequency of Use) regarding knowledge/skills necessary for working with students with E/BD. The findings also indicated that general educators possess ideas regardin