This study reports findings from a confirmatory factor analysis (CFA) for the Readiness and Access to Inclusive Instruction for Students with Emotional Disturbance (RAISE). The RAISE is a survey measure that can be used to obtain information on educator self-reported knowledge, use, and perceived effectiveness of classroom-based inclusive practices for students with Emotional Disturbance (ED), as well as contextual factors that may influence knowledge and practice use. In the spring of 2021, data were collected from 216 U.S. educators who provided inclusive instruction and/or support to at least one student who received special education services for ED in the past year. Findings from a series of CFAs failed to identify one of the hypothesized models as empirically superior. However, a model consisting of three clusters of practices (e.g., Behavior Intervention, Classroom Management, Differentiation) that are influenced by a factor consisting of school contextual items (e.g., access to resources, effectiveness of tiered academic and behavioral supports) is supported by theory. Study limitations, areas for future research, and implications for practice are discussed.
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