Teaching Students With Emotional/Behavioral Disorders: Teachers’ Burnout Profiles and Classroom Management

2021 ◽  
pp. 106342662110202
Author(s):  
Allison F. Gilmour ◽  
Lia E. Sandilos ◽  
William V. Pilny ◽  
Samantha Schwartz ◽  
Joseph H. Wehby
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
General Education ◽  
Behavioral Disorders ◽  
Special Education Teachers ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Emotional Behavioral Disorders ◽  
Future Research ◽  
Management Skills

Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K-6 general education and special education teachers who had students with or at-risk for EBD in their classrooms. We then examined if profile membership varied by teacher type (special education vs. general education) and if profile membership was related to teachers’ directly observed classroom management skills. Our results suggest that teachers exhibit three burnout profiles: “flourishing,” “buffered,” and “struggling”; that profile membership did not vary by teacher type; and that burnout profiles were related to teachers’ classroom management skills. These findings suggest teachers may need differential supports when working with students who have EBD and provide directions for future research regarding the association between teacher affect and classroom instruction.

Teacher Certification Area and the Academic Outcomes of Students With Learning Disabilities or Emotional/Behavioral Disorders

2019 ◽  
Vol 54 (1) ◽  
pp. 40-50 ◽  
Author(s):  
Allison F. Gilmour
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
Behavioral Disorders ◽  
Teacher Certification ◽  
Teaching Quality ◽  
Emotional Behavioral Disorders ◽  
Students With Learning Disabilities ◽  
Certified Teachers ◽  
Certified Teacher

Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were taught by a teacher certified in special education or dual-certified in special education and another area compared to years when they were taught by general education–certified teachers. For most student groups, academic achievement appeared unrelated to teacher certification type. Students with LD and higher academic skills appeared to benefit from having a dual-certified teacher over a general education–certified teacher in ELA. Lower achieving students with EBD scored worse in math when they were taught by special education–certified teachers instead of general education–certified or dual-certified teachers. Implications for indicators of teaching quality in special education are discussed.

Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice

2021 ◽  
pp. 106342662098260
Author(s):  
John William McKenna ◽  
Xiaoxia Newton ◽  
Frederick Brigham ◽  
Justin Garwood
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Emotional Disturbance ◽  
Special Education Teachers ◽  
Classroom Practice ◽  
Future Research ◽  
Knowledge Use ◽  
Inclusive Instruction ◽  
Behavioral Supports ◽  
Students With Emotional Disturbance

A survey was developed to obtain information on practitioner self-reported knowledge, use, and perceived effectiveness of classroom-based practices for the inclusive instruction of students with Emotional Disturbance (ED). This study reports descriptive results for a sample of general and special education teachers from the northeast who provided inclusive instruction and/or support to at least one student with ED in a general education classroom in the past year. Mann–Whitney and MANOVA tests were employed to determine differences between teacher populations for individual practices and four clusters of practices identified in an exploratory factor analysis (EFA; Behavioral Supports, Differentiation, Classroom Management, Instructional Practices). Findings suggest that special educators serve an important role in efforts to provide instruction that focuses on inclusion rather than merely integration. Implications for practice, study limitations, and areas for future research are discussed.

“Trends Come and Go”: How Early Childhood Rural Special Education Teachers’ Reported Mathematics Practices Differ From Others

2020 ◽  
Author(s):  
Corey Peltier ◽  
Brittany L. Hott ◽  
Tiffany K Peltier ◽  
Andy Heuer ◽  
Taylor Werthen
Keyword(s):  
Special Education ◽  
General Education ◽  
Learning Strategies ◽  
Special Education Teachers ◽  
General Education Teachers ◽  
Third Grade ◽  
Future Research ◽  
Independent Practice ◽  
Group Instruction ◽  
Similar Frequency

Students deserve high-quality mathematics instruction. The failure to deliver research-based instruction maintains the current inequitable outcomes observed in schools. To inform in-service and pre-service teacher training, a critical piece of information is knowing which practices are being used during instruction. The goal of this study was to identify the frequency in which rural special education teachers (SETs) serving students in pre-kindergarten through third-grade use research-based or unsubstantiated practices. A secondary focus was to investigate if rural SETs differed in their reported use of practices compared to suburban SETs, urban SETs, and rural general education teachers. Data from 901 teachers serving students in pre-kindergarten through third-grade were retained. Of this sample, 150 teachers identified as SETs working in rural (n = 55), suburban (n = 50), and urban (n = 45) schools. Results suggest that teachers reported using research-based and unsubstantiated practices frequently. Rural SETs reported using research-based and unsubstantiated practices with similar frequency to urban SETs. Suburban SETs reported using explicit instruction more frequently than rural SETs. Rural SETs and rural general education teachers differed on their reported use of four practices: (a) peer learning strategies, (b) small group instruction, (c) math centers, and (d) independent practice. Implications for future research and practice are discussed.

Perceptions and Application of NCTM Standards by Special and General Education Teachers

2002 ◽  
Vol 68 (3) ◽  
pp. 325-344 ◽  
Author(s):  
Paula Maccini ◽  
Joseph Calvin Gagnon
Keyword(s):  
Special Education ◽  
General Education ◽  
Secondary Students ◽  
Special Education Teachers ◽  
Mail Survey ◽  
Future Research ◽  
Successful Implementation ◽  
National Council ◽  
Nctm Standards ◽  
Geometry Teachers

This study determined teachers' perceptions related to application of, and barriers to implementation of the National Council of Teachers of Mathematics (NCTM) Standards with students labeled learning disabled (LD) and emotionally disturbed (ED). A stratified random sample of 129 secondary general education math and special education teachers responded to a mail survey. A majority of special education teachers indicated they had not heard of the NCTM Standards. Respondents reported teaching mostly basic skills/general math to secondary students with LD and ED, versus higher-level math, such as algebra and geometry. Teachers identified lack of adequate materials as a considerable barrier to successful implementation of activities based on the Standards. Implications for practice and future research are also provided.

Homework-Communication Problems Among Parents, Classroom Teachers, and Special Education Teachers

1995 ◽  
Vol 16 (2) ◽  
pp. 102-116 ◽  
Author(s):  
MADHAVI JAYANTHI ◽  
JANET S. NELSON ◽  
VALERIE SAWYER ◽  
WILLIAM D. BURSUCK ◽  
MICHAEL H. EPSTEIN
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
Future Research ◽  
Classroom Teachers ◽  
Research Needs ◽  
Mild Disabilities ◽  
Communication Problems ◽  
Initiation Frequency ◽  
Home And School

The purpose of this study was to identify the communication problems that exist between home and school, particularly as these problems relate to homework given to students with mild disabilities in general education classes. Subjects for this study were 15 parents of students with mild disabilities, 14 special education teachers of students with mild disabilities, and 14 classroom teachers who taught students with mild disabilities in their classes. Nine focus groups were conducted: three with parents, three with classroom teachers, and three with special education teachers. Participants identified six major homework-communication problems. These involved initiation, frequency, timing, consistency, follow-through, and clarity and usefulness of communication. Other results, limitations of the study, and future research needs are also discussed.

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