Document Type

Research Paper

Publication Date

2026

Abstract

Roughly 67% of students with disabilities spend 80% or more of their day in a general education setting (National Center for Education Statistics, 2024). This can be challenging for general education teachers as they do not receive the same level of training on disabilities as special educators, leading to struggles with students with behavioral difficulties and Emotional Impairment. This study surveyed Michigan general educators’ to assess their understanding of Emotional Impairment eligibility as written in the Michigan Administrative Rules for Special Education (MARSE). Results from a survey completed by 16 participants were derived through descriptive statistics and inductive content analysis. Participant descriptions of EI characteristics were very similar to the language used in MARSE, revealing main themes that matched nearly one-to-one with the criteria for EI, indicating that participants have an adequate understanding of EI characteristics and eligibility. However, participants considered themselves to be lacking confidence in their understanding of the EI criteria, thereby demonstrating a disconnection between perception and reality. These results point to more training for general educators to better understand EI broadly, as well as specific aspects of EI that appeared to be less understood, such as internalizing behaviors. Research with a larger, more diverse sample should be conducted to determine if the results of this study are part of a larger pattern. Additional implications for future investigations are also discussed.

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