Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice

Autor/inn/en	McKenna, John William; Newton, Xiaoxia; Brigham, Frederick; Garwood, Justin
Titel	Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice
Quelle	In: Journal of Emotional and Behavioral Disorders, 30 (2022) 1, S.29-43 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426620982601
Schlagwörter	Students with Disabilities; Inclusion; Emotional Disturbances; Special Education Teachers; General Education; Behavior Modification; Educational Practices; Individualized Instruction; Classroom Techniques; Teaching Methods; Knowledge Level; Teacher Attitudes; Elementary Secondary Education; Public Schools + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Gefühlsstörung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Behaviour modification; Verhaltensänderung; Bildungspraxis; Individualisierender Unterricht; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Lehrerverhalten; Public school; Öffentliche Schule
Abstract	A survey was developed to obtain information on practitioner self-reported knowledge, use, and perceived effectiveness of classroom-based practices for the inclusive instruction of students with emotional disturbance (ED). This study reports descriptive results for a sample of general and special education teachers from the northeastern United States who provided inclusive instruction and/or support to at least one student with ED in a general education classroom in the past year. Mann-Whitney and MANOVA tests were employed to determine differences between teacher populations for individual practices and four clusters of practices identified in an exploratory factor analysis (EFA): Behavioral Supports, Differentiation, Classroom Management, and Instructional Practices. Findings suggest that special educators serve an important role in efforts to provide instruction that focuses on inclusion rather than merely integration. Implications for practice, study limitations, and areas for future research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01