Supporting classroom teachers : inclusion of students with severe behavior disorders

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.