Abstract
Literature suggests there is as a significant research-to-practice gap in education that contributes to challenges faced by students labeled with Emotional and Behavioral Disorders (EBD). In Minnesota, students labeled with EBD have a 58% dropout rate and are in need of a different approach to their education. This theoretical research project explored the research-to-practice gap through extensive data analysis and conceptualizing of current discoveries in neuroscience and the physiological affects of emotional and social interactions. This project allowed for in-depth exploration of three texts, Emotional Intelligence and Social Intelligence, both by Daniel Goleman, Ph.D and Lost at School, by Ross Greene, Ph.D. Using a Constructivist Grounded Theory methodology, this research highlighted key concepts that contribute to challenging classroom behavior and offers a shift of perspective in how we approach special education. The findings of this project resulted in the creation of the Teacher with Learner education model which offers that the best learning occurs via a meaningful relationship and in emotionally secure, attuned, empathic and responsive classrooms.