Literaturnachweis - Detailanzeige
| Autor/inn/en | Doris, Sherri; Brown, Ric |
|---|---|
| Titel | Toleration of Maladaptive Classroom Behaviors by Regular and Special Educators. |
| Quelle | (1980), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Antisocial Behavior; Behavior Problems; Classroom Environment; Elementary Secondary Education; Mainstreaming; Mild Mental Retardation; Peer Acceptance; Rejection (Psychology); Self Concept; Special Education Teachers; Student Alienation; Student Behavior; Student Teacher Relationship; Teacher Attitudes; Teacher Behavior; Teacher Response |
| Abstract | One of the major concerns in educating children with exceptional needs in the public school is the extent to which these children are socially accepted by teachers and peers. It has been suggested that the teacher may influence students' perceptions of handicapped children and that attempts to improve the social position of these children depend upon the teacher. An examination was made of perceptions of misbehavior of mildly mentally retarded children by special education and regular teachers. Forty-three regular teachers and nineteen special education teachers responded to a questionnaire asking them to indicate their degree of tolerance of 51 classroom behaviors identified as inappropriate. In addition, they were asked questions on their sense of personal responsibility for a student's behavior. Results of the study indicate that the special education teachers were more tolerant of inappropriate behaviors than were the regular class teachers, and were more likely to feel personally responsible for successfully coping with behavior problems. The reason for this may be that special education teachers feel more capable of influencing student outcomes because of specialized training. (JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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