Instructional and behavior management practices implemented by elementary general education teachers

2013 ◽  
Vol 51 (6) ◽  
pp. 683-700 ◽  
Author(s):  
Linda A. Reddy ◽  
Gregory A. Fabiano ◽  
Christopher M. Dudek ◽  
Louis Hsu
Keyword(s):  
General Education ◽  
Behavior Management ◽  
Management Practices ◽  
General Education Teachers ◽  
And Behavior

Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools

2020 ◽  
Vol 54 (1) ◽  
pp. 36-53
Author(s):  
Linda A. Reddy ◽  
Adam Lekwa ◽  
Elisa Shernoff
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Student Outcomes ◽  
Management Practices ◽  
Assessment System ◽  
High Poverty ◽  
Urban Elementary Schools ◽  
And Behavior

Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.

Clyde K. and Sheila K. v. Puyallup School District the Courts, Inclusion, and Students with Behavioral Disorders

1995 ◽  
Vol 20 (3) ◽  
pp. 179-189 ◽  
Author(s):  
Mitchell L. Yell
Keyword(s):  
School District ◽  
General Education ◽  
Students With Disabilities ◽  
Behavior Disorders ◽  
Behavior Management ◽  
Full Inclusion ◽  
Court Of Appeals ◽  
Emotional And Behavior Disorders ◽  
And Behavior ◽  
Students With Ebd

Currently, one of the most controversial topics in education is the movement toward full inclusion of students with disabilities. Recent federal circuit courts have issued rulings which seem to favor a full inclusion position. These cases, however, involved the inclusion of students with moderate mental disabilities who did not present significant behavior management problems to their teachers. The relevance for students with emotional and behavior disorders (EBD) has been, therefore, uncertain. In late 1994, the U.S. Court of Appeals for the Ninth Circuit issued a ruling in Clyde K. and Sheila K. v. Puyallup School District. This decision involved the inclusion of a student with emotional and behavior disorders in the general education classroom. The ruling, in favor of the school district, was a departure from a recent string of decisions for plaintiffs seeking full inclusion and indicated that a significant factor in making placement decisions for students with EBD is the effect of the student's behavior on classmates and the educational environment. This article will review the legal basis of inclusion, examine the case law, and offer principles extrapolating from these cases regarding students with EBD and inclusion.

A Multimedia Option for Delivering Feedback and Professional Development to Teachers

2021 ◽  
pp. 016264342110041
Author(s):  
Rachel L. Kunemund ◽  
Michael J. Kennedy ◽  
Lindsay M. Carlisle ◽  
Victoria J. VanUitert ◽  
Sean D. McDonald
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Behavior Management ◽  
Management Practices ◽  
Teacher Practice ◽  
Instructional Leaders ◽  
Targeted Instruction ◽  
And Behavior

All teachers need ongoing coaching that helps them recognize areas of strength and need for teaching students with disabilities. Unfortunately, the amount, quality, and speed with which teachers receive feedback from coaches, administrators, mentors, or other instructional leaders on their academic and behavior management practices is limited. In this article, we describe a multimedia professional development option for documenting teacher practice, generating feedback, and delivering targeted instruction.

scholarly journals Special Education and General Education Teacher Perceptions of Collaborative Teaching Responsibilities and Attitudes Towards an Inclusive Environment in Jordan

2021 ◽  
Vol 6 ◽  
Author(s):  
Bassam Alabdallat ◽  
Hatem Alkhamra ◽  
Rana Alkhamra
Keyword(s):  
Special Education ◽  
General Education ◽  
Teacher Perceptions ◽  
Special Education Teachers ◽  
Behavior Management ◽  
Collaborative Teaching ◽  
General Education Teacher ◽  
The Social ◽  
Teaching Responsibilities ◽  
And Behavior

The purpose of this study was to investigate how general and special education instructors perceive their collaborative teaching responsibilities and their attitudes toward inclusive environments. A self-administered questionnaire was distributed to 300 teachers in accordance with the social interdependence theory and cooperative learning conceptual framework. The survey was composed of two parts. The first section examined collaborative teaching duties for both instructors. It included 29 items and four categories (planning, instruction, evaluation, and behavior management). The second section included 15 items to assess attitudes toward inclusion. The study enrolled a total of 233 teachers (123 in special education and 110 in general education) with a response rate of 78%. The results showed that there was agreement between general and special education on only one of the four domains (instruction). Additionally, special education teachers expressed a more favorable attitude toward inclusion than did general education teachers. The current situation’s implications were explored with an emphasis on the necessity for additional shared practical activities among teachers.

Teachers’ Characteristics and Ratings for Evidence-Based Behavioral Interventions

2011 ◽  
Vol 37 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Melissa Stormont ◽  
Wendy Reinke ◽  
Keith Herman
Keyword(s):  
Behavior Management ◽  
Behavioral Interventions ◽  
Management Practices ◽  
Special Educators ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Practice Guide ◽  
General Educator ◽  
Level Of Training ◽  
And Behavior

The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers’ agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A survey was developed based on an extensive review of the literature in this area. The survey questions that were the main focus for this study were taken from an Institute for Educational Sciences practice guide. A total of 363 teachers of early childhood and elementary-age students served as participants. Overall, special educators had higher ratings for evidence-based practices and lower ratings for nonevidence-based practices than general educators’ ratings. Special educators also reported more confidence in their interventions. Graduate level of education was associated with lower ratings for nonevidence-based practices than undergraduate level. Teacher-rated level of training and education implementing behavior interventions was not associated with agreement with evidence or nonevidence-based practices. These findings are discussed.

Easy as A-B-C: Data-Based Guidelines for Implementing a Multitiered System of Supports Into Rural Schools

2018 ◽  
Vol 37 (3) ◽  
pp. 183-191 ◽  
Author(s):  
Corey D. Pierce ◽  
Tracy Gershwin Mueller
Keyword(s):  
General Education ◽  
Rural Schools ◽  
General Education Teachers ◽  
Successful Implementation ◽  
Rural Districts ◽  
Critical Issues ◽  
And Behavior ◽  
And Training ◽  
Study Application

The challenges of working within rural schools can impact successful implementation of a multitiered system of supports (MTSS). Although special education and general education teachers’ responsibilities within a MTSS framework have been addressed through a myriad of school districts across the nation, rural districts face unique challenges that can impact successful MTSS implementation. Some of these rural challenges include, but are not limited to, teacher preparation and training, recruitment and retention, limited flexibility of teacher time, and inadequate access to material and space resources. This article addresses critical issues related to successful rural implementation of a MTSS, including the presentation of three data-based strategies rural districts can employ, referred to as the rural A-B-C’s: (a) approach academic and behavior instruction simultaneously, (b) be creative with data opportunities, and (c) collaborate with purpose. Case study application and tables are provided for ease of implementation.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

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