Supporting classroom teachers : inclusion of students with severe behavior disorders
Date
1994
Authors
Rose, Denise
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994
Abstract
The purpose of this study was to examine how classroom teachers believe
that they can best be supported as they work towards inclusion of
students with severe behavior disorders in the regular classroom. A m a i lout
questionnaire was completed by a representative sample of S9 out of
107 elementary classroom teachers (Kindergarten - Grade 7). Teachers'
responses were collected, analyzed and discussed in the areas of:
teacher/teaching background; classroom teaching environment;
characteristics/descriptions of students with severe behavior disorders;
interventions and challenges; and, ways to support. The study resulted in a
categorized, prioritized summary of teachers' descriptions of supports
that were currently available and of their value to them together wit h
other areas where additional support was needed. The most significant
consideration that surfaced from the results of this study is that in order
for teachers to feel "supported" as they work towards inclusion of
students with severe behavior disorders, "support" must become an entire
community effort.
Description
viii, 133 leaves ; 29 cm.
Keywords
Mainstreaming in education -- British Columbia , Problem children -- Education -- British Columbia , Inclusive education