A Qualitative Study of the Perceptions of Early Elementary Special Education Teachers on Flexible Seating and the Behavioral Needs of Their Special Education Students

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Schrage, Heather Morgan
Titel	A Qualitative Study of the Perceptions of Early Elementary Special Education Teachers on Flexible Seating and the Behavioral Needs of Their Special Education Students
Quelle	(2018), (113 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-0244-1
Schlagwörter	Hochschulschrift; Dissertation; Classroom Environment; Student Behavior; Disabilities; Special Education Teachers; Behavior Modification; Elementary School Teachers; Space Utilization; Teacher Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Klassenklima; Unterrichtsklima; Student behaviour; Schülerverhalten; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Behaviour modification; Verhaltensänderung; Elementary school; Grundschule; Volksschule; Raumnutzung; Lehrerverhalten
Abstract	A flexible seating classroom has different seating options for students to choose. Flexible seating affects the behavior of students with disabilities. Early elementary special education teachers do not have the strategies to manage the negative behavior of students. The special education teachers who were participants used flexible seating to improve the behavior of their students with disabilities. The purpose of this exploratory case study was to explore and present the early elementary special education teachers' perceptions regarding flexible seating and its potential to impact the behavioral needs of students with disabilities. The theoretical framework was John Dewey's Theory of Instrumentalism because he informed educators to use a non-traditional method while using tools to differentiate learning. The methodology included a research exploratory case study because the participants' perceptions were analyzed, and more is needed on the topic to understand the idea of flexible seating further. There were 22 participants who took a 10-question online survey. The design was qualitative because the perceptions of early elementary special education teachers were utilized. An online advertisement was sent out on social media for three days. The participants who qualified clicked on a link that took them to the survey. Similar perceptions were grouped into themes using content analysis. The perceptions of the behavioral benefits of flexible seating showed that all participants noted that there were behavioral benefits of flexible seating. Participants noted that they incorporated flexible seating with their behavior management plan. Other perceptions included that the flexible seating classroom allowed for accommodations of students, improved attention, and choices of where to sit. A downfall was that students argued over where to sit. The perceptions of the appropriate tools to use for positive behavior in a flexible seating classroom included that students misbehaved in classrooms and positive tools were utilized to assist students with their negative behaviors. The tools included yoga balls, carpets, wobble stools, wobble cushions, rocker chairs, trampolines, saddle seats, and standing tables. Participants answered that their classroom management plan included flexible seating that allowed for positive rewards. The implication of the results and recommendation for future practice concluded that the behavior of students with disabilities was positively impacted by flexible seating. The recommendations for future research was to survey a larger number of special education and general education teachers, compare non-traditional classrooms to flexible seating classrooms, and to use a quantitative study to validate the results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01