ABSTRACT
The words most restrictive placement probably conjure up different images for different people. In common parlance, regular classroom placement is the educational setting that is probably most often considered least restrictive. Teachers in regular classroom environments must manage both order and learning for students with emotional or behavior disorders. Although the most obvious problems that such students present are in the social domain, it is clear that individuals with emotional or behavior disorders have difficulties in academic areas. The stereotype that characterizes children and youth with emotional or behavior disorders as tormented by their intelligent insights fades as more evidence about academic and intellectual characteristics emerges. Given the array of social and academic problems that students with emotional or behavioral problems might manifest in a less restrictive setting, it is important to examine what teachers expect of students in their classrooms.
