دورية أكاديمية
General Educators' Perceptions of Social Inclusion of Elementary Students with Emotional and Behavioral Disorders
| العنوان: | General Educators' Perceptions of Social Inclusion of Elementary Students with Emotional and Behavioral Disorders |
|---|---|
| اللغة: | English |
| المؤلفون: | McGuire, Stacy N. (ORCID |
| المصدر: | Behavioral Disorders. Nov 2022 48(1):16-28. |
| الإتاحة: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H325D180023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Behavior Disorders, Emotional Disturbances, Elementary School Teachers, Regular and Special Education Relationship, General Education, Inclusion, Teacher Attitudes, Barriers, Peer Relationship, Professional Development, Educational Needs |
| DOI: | 10.1177/01987429221079047 |
| تدمد: | 0198-7429 2163-5307 |
| مستخلص: | Students with emotional and behavioral disorders (EBD) exhibit challenging behaviors and social skills delays that can interfere with their ability to build relationships. Intervening early (e.g., in elementary school) can prevent short- and long-term consequences of these challenging behaviors. General educators serve as the primary teacher of these students, with some students with EBD spending more than 80% of their school day in the general education setting. In addition, given the amount of time elementary students spend with their general educators, these educators may be able to build a community that can help students establish and maintain positive relationships while engaging equally and actively in classroom activities. The purposes of this study were to (a) explore elementary general educators' perceptions of social inclusion of students with EBD, and (b) identify facilitators of and barriers to social inclusion. We identified four themes: social inclusion, relationships, facilitators, and barriers and needs. Findings indicated that general educators work to socially include students with EBD, but they faced barriers related to collaboration with special educators and needed professional development. Implications include the need for more collaboration between practitioners to promote socially inclusive environments for students with EBD. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الأكسشن: | EJ1351613 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0198-7429 2163-5307 |
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| DOI: | 10.1177/01987429221079047 |