Dissertations and Theses @ UNI
An investigation of the types of support identified as necessary by secondary classroom teachers in Iowa school districts for the inclusion of students identified as behaviorally disabled
Open Access Dissertation
Problem youth--Education--Iowa; Problem children--Education--Iowa; Mainstreaming in education--Iowa; High school teachers--Iowa--Attitudes;
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
Doctor of Education
Department of Educational Leadership, Counseling, and Postsecondary Education
Dave Else, Chair
Edwin Griffith, Co-Chair
1 PDF file (ix, 211 pages)
©2002 Rick Alan Ironside
Ironside, Rick Alan, "An investigation of the types of support identified as necessary by secondary classroom teachers in Iowa school districts for the inclusion of students identified as behaviorally disabled" (2002). Dissertations and Theses @ UNI. 705.