General and Special Education Teachers' Perceptions of Including Students with Emotional and Behavioral Disorder in the Classroom at the Middle School Level

Autor/in	LeBreton, Angela Drysdale
Titel	General and Special Education Teachers' Perceptions of Including Students with Emotional and Behavioral Disorder in the Classroom at the Middle School Level
Quelle	(2018), (121 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-9493-9
Schlagwörter	Hochschulschrift; Dissertation; Special Education Teachers; Teacher Attitudes; General Education; Inclusion; Middle School Students; Rural Schools; School Districts; Emotional Disturbances; Behavior Disorders; Qualitative Research; Case Studies; Interviews; Teacher Surveys; Classification; Outcomes of Education; Special Needs Students; Louisiana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Allgemein bildendes Schulwesen; Allgemeinbildung; Inklusion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Gefühlsstörung; Qualitative Forschung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Classification system; Klassifikation; Klassifikationssystem; Lernleistung; Schulerfolg; Sonderpädagogischer Förderbedarf
Abstract	With the current trend in education toward instructing all students inclusively in the general education setting it is necessary to determine whether general and special educators are adequately equipped to provide instruction, which takes place inclusively, for students with the disability classification Emotional Behavior Disorder. An examination of practicing teacher perspectives on educating Emotional Behavior Disorder students in their general education classrooms will offer insight into the probability of effective outcomes. The problem to be addressed in this study is the presupposition that inclusive general education environments best serve EBD students as the LRE, rather than a continuum of special education services best serving students on an individualized basis. The purpose of this qualitative case study is to examine general and special education teachers' perceptions of the inclusion of students classified EBD in the general education middle school classroom. The sample for this study will include middle school level general and special educators within a rural school district in Louisiana. A survey instrument available in pencil paper format will be utilized, as well as individual interviews. Demographic data taken from the initial survey instrument will be used initially to create data categories. The limitations of these categories will be evaluated for throughout the course of the study, and adjusted for when appropriate. Narrative data will be collected and coded nominally; the numbers assigned to denote subject responses are only a means of shortening the response for categorization purposes in this qualitative study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01