The inclusion of students with emotional and behavioral difficulties (EBD) in mainstream classrooms presents a significant challenge. These students are often perceived as the most difficult to integrate into regular classes and are at a greater risk of exclusion from inclusive education frameworks. In Quebec (Canada), the Public Education Act mandates the development of an Individualized Education Plan (IEP) for students requiring substantial (nearly 20% of students) teacher involvement in the process. However, teacher engagement in this process varies according to several individual and contextual factors. This study aims to examine these factors and provide a deeper understanding of teachers' practices in establishing IEPs for students with EBD.

This research employs a descriptive, correlational-explanatory design. An online questionnaire was administered to 598 teachers from various Quebec schools. The measurement instruments included sociodemographic variables, the Inventory of IEP Development Practices (Gaudreau et al., 2023), a Satisfaction Scale (Slade et al., 2018), and an Intent to Act Scale. 

Results indicate that teachers who engage personally in the IEP process are more likely to support the involvement of other stakeholders (r = 0.687, p < 0,01). Furthermore, increased engagement in IEP development is associated with higher satisfaction with the services provided to students with EBD (r = 0.237, p < 0,01) and a greater intention to encourage student and parent participation in the future (r = 0.205, p < 0,01). These findings emphasize the importance of collaborative engagement in ensuring the success of IEPs and enhancing inclusive education.

Significant differences were observed based on gender, years of experience, and educational level. Female teachers engage more in the IEP process than their male counterparts (t(1, 433) = 5.49, p < 0.001). Years of teaching experience also influence engagement: teachers with five or fewer years of experience are more inclined to support student and parent participation than those with over 16 years of experience (F(3, 377) = 2.71, p < 0.05). Furthermore, engagement levels vary by educational level: preschool and elementary school teachers demonstrate higher levels of personal engagement in IEP development than secondary school teachers (F(2, 433) = 33.22, p < 0.001). However, secondary school teachers express a greater intention to involve students and parents in the future (F(2, 378) = 11.80, p < 0.001).

Finally, prior experience with IEP development plays a crucial role. Teachers who participated in more than five IEP meetings annually over the past five years report higher engagement in the process (F(2, 433) = 47.33, p < 0.001) and greater satisfaction with the services and IEPs in place (F(2, 570) = 5.89, p < 0.01).

These findings underscore the need to strengthen teacher training and support to enhance their engagement in IEP development. Additionally, they highlight the critical role of special education professionals in providing support and educational leadership. To promote effective inclusive education, it is essential to raise teachers' awareness of the importance of their involvement and to encourage collaborative practices within schools. 

This study adopts a descriptive, correlational-explanatory design based on a quantitative approach for data collection and analysis. Participants: A sample of 598 Quebec teachers was recruited by a large-scale survey. The average age of participants was 41.3 years (SD = 9.2), and 92 % were female. Among them, 40 % taught in schools located in disadvantaged areas. Regarding their preparedness to teach students with EBD, 50 % reported having very good or excellent knowledge and training. Additionally, 39 % of teachers participated in more than five IEP meetings per year. Measurement Instruments: An online questionnaire was administered to assess various variables: - Sociodemographic Data: Sex, age, years of teaching experience, school socioeconomic index, educational level of taught, level knowledge and familiarity with EBD, and frequency of participation in IEP development. -Inventory of IEP Development Practices (Gaudreau et al., 2023): This instrument is newly developed and validated to assess the teacher’s engagement across four critical phases of the IEP process: investigation, data collection and analysis, consultation, and implementation/revision. This instrument includes two dimensions: self-directed practices (tasks performed autonomously for one's own engagement) (25 items, α = 0.92) and collaborative practices (tasks aimed at engaging and supporting others [parent, student, educator, etc.]) (27 items, α = 0.91). - Satisfaction Scale (Slade et al., 2018): Measures professionals’ satisfaction with the IEP process (5 items, α = 0.83). -Intent to Act Scale: Assesses professionals’ willingness to adopt best practices in IEP development (7 items, α = 0.89). Data Analysis The data were analyzed using descriptive and inferential statistical methods: - Correlational analyses were conducted to explore relationships between teachers' individual and contextual characteristics and their IEP-related practices. - T-tests and ANOVA with Bonferroni correction were used to examine group differences based on gender, years of teaching experience, and educational level. These analyses allowed for the identification of factors influencing teacher engagement in IEP development and the examination of relationships between their practices, satisfaction, and future intentions.

The findings indicate that teachers who engage personally in IEP development also encourage the engagement of other stakeholders. Furthermore, higher engagement in the IEP process correlates with greater satisfaction with services provided to students with difficulties and a stronger intention to promote student and parent participation in the future. Similarly, teachers who adopt practices that encourage stakeholder engagement report greater satisfaction with services and a stronger inclination to support student and parent involvement. Experience plays a significant role: The more years of teaching experience, the higher the level of knowledge about students with difficulties. Female teachers are more engaged in IEP development than male teachers. Additionally, early-career teachers (≤ 5 years) exhibit a greater willingness to involve students and parents compared to those with more than 16 years of experience. Teaching levels also influences engagement: preschool teachers are more involved in IEP processes than elementary and secondary teachers. However, secondary school teachers express a stronger intention to involve students and parents in the future. Teacher experience and prior involvement in IEP development influence their engagement. Teachers with extensive experience in IEP meetings demonstrate a higher commitment to the process and greater satisfaction with services. These results highlight the need for enhanced training and support to strengthen teacher involvement in IEP development. Additionally, education professionals must take on leadership roles to support and influence school practices. Promoting inclusive education requires raising awareness among teachers about the importance of their participation and encouraging collaborative practices in schools, and to adopt a share vision centered on students’ diverse needs (Holmqvist et Lelinge, 2021)

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