A Qualitative Analysis of a Teacher Support Program for Educating Students with Emotional Disturbance in an Inclusive Setting PDF Download
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Author: Crystal Williams Harmon
Publisher:
ISBN:
Category :
Languages : en
Pages :
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ABSTRACT: This study examined the experiences of teachers who included students identified as having emotional disturbance in their classes while participating in a teacher support program. A secondary analysis of data collected throughout the duration of the support program was conducted to identify core issues teachers faced as they included students with emotional disturbance in their classes. The first stage of analysis involved pre-existing data from the support program. Data were organized into four periods which chronologically represented the teachers' experiences. From this data eight core themes were identified: concerns about the lack of instructional adaptations made for students with emotional disturbance; appropriate consequences for disruptive behavior in general education; type of additional student information teachers wanted; student readiness for inclusion; the need for a supportive environment; training needs for inclusion; class size pertaining to the number of students with ED in general education classes; and teacher feedback about the support program. To provide clarification and elaboration of these core issues, stage two consisted of a focus group of eight teachers who participated in the program. Identified strengths that contributed to the success of the support program included the role of the coordinator as support person for both students and teachers and the benefits of having a supportive environment for students with emotional disturbance to return to for extra assistance. Major conclusions from this study suggest that student readiness for inclusion, teacher support needed during inclusion, and teacher attitudes and beliefs about inclusion are critical components to the inclusion process. Implications for future research include identifying skills needed by students with emotional disturbance to transition to inclusive settings, examining the setting demands of the general education classroom, exploring students' perceptions of inclusion, and identifying effective practices for preparing teachers to work with students in inclusive settings.
Author: Crystal Williams Harmon
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: This study examined the experiences of teachers who included students identified as having emotional disturbance in their classes while participating in a teacher support program. A secondary analysis of data collected throughout the duration of the support program was conducted to identify core issues teachers faced as they included students with emotional disturbance in their classes. The first stage of analysis involved pre-existing data from the support program. Data were organized into four periods which chronologically represented the teachers' experiences. From this data eight core themes were identified: concerns about the lack of instructional adaptations made for students with emotional disturbance; appropriate consequences for disruptive behavior in general education; type of additional student information teachers wanted; student readiness for inclusion; the need for a supportive environment; training needs for inclusion; class size pertaining to the number of students with ED in general education classes; and teacher feedback about the support program. To provide clarification and elaboration of these core issues, stage two consisted of a focus group of eight teachers who participated in the program. Identified strengths that contributed to the success of the support program included the role of the coordinator as support person for both students and teachers and the benefits of having a supportive environment for students with emotional disturbance to return to for extra assistance. Major conclusions from this study suggest that student readiness for inclusion, teacher support needed during inclusion, and teacher attitudes and beliefs about inclusion are critical components to the inclusion process. Implications for future research include identifying skills needed by students with emotional disturbance to transition to inclusive settings, examining the setting demands of the general education classroom, exploring students' perceptions of inclusion, and identifying effective practices for preparing teachers to work with students in inclusive settings.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
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Author: Robin A. Hamme
Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 103
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Book Description
This qualitative study examined special education teachers' and psychologists' perceptions of therapeutic interventions provided to students with Emotional Disturbance. Participants included special education teachers and psychologists who were employed by an intermediate unit in Central Pennsylvania and were assigned to elementary, middle, and high school emotional support classrooms in seven school districts. Seven special education teachers and three psychologists participated in online surveys and two special education teachers and two psychologists participated in interviews. The survey and interview questions answered two research questions which sought to establish teachers' and psychologists' perceptions of the relationships between both the amounts and types of therapeutic interventions provided to students with Emotional Disturbance and their uses of replacement behaviors. Study results indicated that special education teachers perceived there to be a "significant relationship" between the amounts of therapeutic interventions provided to students with Emotional Disturbance and their uses of replacement behaviors, while psychologists perceived there to be "some relationship". The majority of participants perceived there to be "some" to "significant" relationships between the types of therapeutic interventions provided to students with Emotional Disturbance and their uses of replacement behaviors. Additional study findings might be relevant to teachers, psychologists, or administrators providing therapeutic interventions to students with Emotional Disturbance.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Author: Robert Algozzine
Publisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 120
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Book Description
Show readers how to recognize the cognitive, academic, physical, communicational, and behavioral characteristics of several forms of emotional disturbance and offers specific strategies for responding to such problems as tantrums, disruptiveness, inattention, and task avoidance.
Author: Suzanne Carrington
Publisher: Routledge
ISBN: 100037694X
Category : Education
Languages : en
Pages : 141
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Book Description
This book will support researchers in the field of education disability by outlining inclusive research approaches and their challenges, outcomes, and impact. Each chapter reports on school/university-based research supporting inclusion for young people on the autism spectrum. This research has been developed in Australian schools with students, families, teachers, and specialists. The intent of this approach is to mobilise new knowledge to the benefit of all students, including students on the autism spectrum, their families, teachers, and school communities. This book showcases how research can be more inclusive with a move to collaborative, participatory, and co-produced research that will impact on young people, families, and educators. The authors highlight the complex challenges and the positive outcomes of conducting research in inclusive ways and provide detailed practical strategies for researchers. Inclusive education is socially, emotionally, and academically beneficial for all students and positively impacts on respectful attitudes to difference. This book provides a groundbreaking approach to research that by design is inclusive and therefore provides an invaluable opportunity for building the foundations of an inclusive society for all. This book will be invaluable to researchers, educators, and professional learning in schools.
Author: Michael Eyerly
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Emotional Disturbance negatively affects educational, social, and employment outcomes. The purpose of this project is to offer the needed supports and education for general education teachers to implement inclusion successfully, meet the unique learning needs of students with Emotional Disturbance, and positively influence social and academic outcomes. The research questions presented include 1) How can general education teachers be better supported to positively affect learning and outcomes for students with Emotional Disturbance in an inclusive setting? 2) What do general education teachers need to better support students with Emotional Disturbance in an inclusive setting? Currently, students with Emotional Disturbance experience more negative outcomes than other students with and without disabilities. This project was designed to introduce various supports to meet the needs of students with Emotional Disturbance. The instructional and behavioral interventions offer the needed assistance to teachers working with students with Emotional Disturbance, increasing students' potential for positive outcomes. Research illustrates the need for additional resources for teachers working with students with and without Emotional Disturbance, and the consequences for not offering this additional support, such as increased dropout rates, relationship difficulties, and increased unemployment. Further research will help provide adequate support for students with Emotional Disturbance. Improving assistance teachers receive increases the supports students receive and their overall positive outcomes in inclusion settings. Offering these supports can create more effective educational settings and increases the overall positive outcomes for students with Emotional Disturbance. Keywords: Emotional Disturbance, inclusion, instructional, strategies, behavioral, interventions.
Author: James M. Kauffman
Publisher: Taylor & Francis
ISBN: 131551768X
Category : Education
Languages : en
Pages : 965
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Book Description
The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.
Author: Marco Ferreira
Publisher: Frontiers Media SA
ISBN: 2832547869
Category : Education
Languages : en
Pages : 119
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Book Description
During the last few years, teachers across cultures have faced a lot of unprecedented demands in developing their methods in instruction. Population mobility, unstable labour market and globalisation change society around us rapidly. In addition, education per se is constantly changing, and redefining and modifying learning and teaching environments are an ongoing process. For example, modern educational psychology, including positive psychology movements emphasizing collaborative knowledge creation, calls teachers to facilitate their students’ learning and wellbeing and to create a positive learning environment instead of using traditional frontal teaching and other teacher-centered methods. Digital revolution has challenged teachers to adapt new educational settings and to update their pedagogical approaches into more use of digital solutions. Indeed, the COVID-19 pandemic propelled the teachers to offer new optimal learning experiences.
Author:
Publisher:
ISBN:
Category : Learning disabilities
Languages : en
Pages : 460
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