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Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders

The present study examined variables affecting teachers’ perceptions of inclusionary practices for students with emotional and behavioral disorders (E/BD) in three areas: inclusion of students with E/BD, behaviors of students with E/BD, and teacher efficacy. Teachers listed in the database of one Education Service Center located in north central Texas which represented 66 school districts, completed the online Survey on Teacher Perceptions of Inclusionary Practices for Students with Emotional/Behavioral Disorders. Findings of the study showed that (a) teaching experience was a significant predictor of teacher’s perceptions regarding the inclusion of students with E/BD, (b) student age was a significant predictor of teachers’ perceptions regarding behaviors of students with E/BD, (c) special education teachers are more likely to have a higher degree of perceptions on the subscale that measures their efficacy than general education teachers, and (d) the number of special education courses taken by general education teachers did not have a significant effect on teachers’ perceptions.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc149629
Date08 1900
CreatorsLee, Yu-Wen Grace
ContributorsBullock, Lyndal M., Evenson, Thomas L., Combes, Bertina H., Glover, Rebecca
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
FormatText
RightsPublic, Lee, Yu-Wen Grace, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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