This study examined general education teacher perceptions of being prepared to meet the needs of students with emotional and behavior disabilities in inclusive classrooms. Preparation with the knowledge and skills needed for addressing the various needs of students with behavior disabilities is coupled with the metaphorical backdrop of scaling a mountain. This metaphor was used to illustrate the foundational necessity for training of skills and knowledge for tackling the undertaking, as well as the uphill venture it presents. Current research has examined the effect on teacher attitudes for working with EBD students and its influence on student outcomes. However, few researchers have utilized a qualitative case study to explore the relationship of their perceptions to their preservice and in-service (professional learning) preparation.
This study implemented a qualitative design through a single exploratory case study methodology. Semi-structured questionnaires, journal reflections, and a focus group was utilized to gather participant experiences and reflections. Findings indicated 10 emerging themes associated with preparation for behaviorally inclusive classrooms. An overwhelming majority of the negative perceptions were associated with preservice and in-service preparation. Positive perceptions were in the areas of student teaching experiences and school-based collaboration/support teams. The positive perceptions found were not associated with preparation provided by either institution but gained by way of experiences while teaching. Recommendation for further study include expanding the participant pool by diversifying the geographic areas and school districts, gathering perceptions from special education teacher regarding the same institutions to compare to the perceptions of general education teachers, and gathering perceptions from students in behaviorally inclusive classrooms regarding their experiences with the teachers in the environment.
|Advisor:||Scott-Simmons, Wynnetta A.|
|Commitee:||Bush, Lucy J., Jones, Margie W.|
|Department:||Tift College of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 82/5(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Educational psychology|
|Keywords:||Behavior disorders, EBD, Inclusion, Teacher perceptions, Teacher preparation, Teacher training|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be