Electronic Theses and Dissertations

Availability

Open Access Dissertation

Abstract

This study investigated the type of supports secondary general educators in Iowa school districts identified as minimal to include children with behavioral disabilities. It also analyzed the differences in the types of support secondary general educators identified to include children with behavioral disabilities into the general education classroom. A total of 251 teachers from 147 school districts reacted to an assigned scenario that described a student with a behavioral disability by completing a self-reporting survey on the actual supports they received and minimal support needs preferred to include the student described in the assigned scenario into their classroom. General education teachers selected their actual support received and the minimal support preferred from six support areas: (a) availability of appropriately trained and supervised paraprofessional assistance; (b) caseloads and class size; (c) time for planning, collaboration, and consultation; (d) availability of qualified related services professionals; (e) on-going, well planned and relevant inservice training and workshops to support teachers including students with disabilities; and (f) consultation services for teachers from special educators on classroom instructional strategies and behavioral interventions. A chi-square test for differences was used to determine if the responses by group (teachers with and without experience including students with behavioral disabilities in their classrooms) were significantly different. The data revealed that teachers with and without experience including students with a behavioral disability in their classrooms prefer: (a) a class size of <20 students; (b) one hour of planning, collaboration, and consultation time; (c) appropriately trained paraeducator for the entire class period; (d) qualified services from a special education consultant or school psychologist; (e) consultation with a special educator on instructional recommendations and behavioral management; and (f) professional development training on instructional strategies and behavioral interventions. A willingness to include students with behavioral disabilities in their classrooms is closely linked with receiving the supports the teachers indicated as minimally necessary. General educators with experience including students with disabilities in their classrooms preferred to participate in the inclusion decision-making process where as teachers without experience including students with disabilities in their classrooms preferred having mandatory supports or modifications as a general practice.

Year of Submission

2002

Degree Name

Doctor of Education

Department

Department of Educational Leadership and Postsecondary Education

First Advisor

Dave Else, Chair

Date Original

12-2002

Object Description

1 PDF file (ix, 211 pages)

Language

EN

File Format

application/pdf

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