Elementary Education Teachers' Beliefs about Essential Supports Needed to Successfully Include Students with Developmental Disabilities Who Engage in Challenging Behaviors

Autor/inn/en	Lohrmann, Sharon; Bambara, Linda M.
Titel	Elementary Education Teachers' Beliefs about Essential Supports Needed to Successfully Include Students with Developmental Disabilities Who Engage in Challenging Behaviors
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 31 (2006) 2, S.157-173 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	General Education; Intervals; Elementary Education; Developmental Disabilities; Behavior Problems; Interviews; Inclusive Schools; Teacher Attitudes + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Elementarunterricht; Entwicklungsstörung; Interviewing; Interviewtechnik; Inclusive school; Integrative Schule; Lehrerverhalten
Abstract	The purpose of this qualitative interview study was to describe the perspectives of elementary teachers about what supports were needed by them to successfully include a student with challenging behaviors in their general education classroom using positive practices. Fourteen general education teachers participated, each having had the experience of including a student with developmental disabilities who engaged in challenging behavior in their classroom. To gather data on the teachers' perceptions, participants discussed their experiences in a series of three separate in-depth interviews spaced at approximately 1-week intervals. The findings from the current study suggest that two levels of support were needed by the teachers to successfully include students with challenging behaviors in their classrooms. The first level is a school-wide culture of support where an articulated school vision for inclusion, in-class support, and a collegial atmosphere are present. The second level is situation specific, where individualized supports are provided in response to emerging teacher needs. In addition, teachers describe how student reputations, experience, and training contribute to their initial feelings of apprehension or confidence. (Contains 2 tables and 1 footnote.) (Author).
Anmerkungen	TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10