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Full-Text Articles in Education
Addressing The Needs Of Post-Institutionalized Children In The Classroom, Debra Newhouse
Addressing The Needs Of Post-Institutionalized Children In The Classroom, Debra Newhouse
Culminating Projects in Special Education
As parents are unprepared for the challenges their post-institutionalized children bring into their families, schools are often unprepared when these challenges enter the classroom. Educators are often unaware of how adverse childhood experiences can lead to behaviors in the classroom. These children are often referred to special education for evaluation and found to meet criteria for a disability category. Special education teachers are providing services to more internationally adopted children. Given the increase in this population, educators must be thoughtful of the pre-adoptive history of the child and how it affects student performance and achievement. Literature review provides more information …
The Effects Of Positive Behavioral Interventions And Supports For Students With Emotional Or Behavioral Disorders, Aaron Samuel
The Effects Of Positive Behavioral Interventions And Supports For Students With Emotional Or Behavioral Disorders, Aaron Samuel
Culminating Projects in Special Education
This starred paper consists of reviews of literature regarding the effects of Positive Behavioral Interventions and Supports for students with Emotional or Behavioral Disorders. The paper includes seven studies conducted at the elementary level and four studies conducted at the middle school/high school level.
General Education Teachers' Perceptions About Inclusion Of Students With Emotional-Behavioral Disabilities, Alison Patton
General Education Teachers' Perceptions About Inclusion Of Students With Emotional-Behavioral Disabilities, Alison Patton
Walden Dissertations and Doctoral Studies
Some general education teachers do not have the training, tools, and supports to work with the diverse needs of students with emotional-behavioral disabilities. The purpose of this case study was to develop a deeper understanding of how general education teachers perceive students with emotional-behavioral disabilities to better understand the issues related to effectively work with these students in the classroom. The conceptual framework for this study was Ajzen's theory of planned behavior. Fifteen general education teachers' definitions of an emotional-behavioral disability, perceptions of students with emotional-behavioral disabilities, training and supports by the school districts, and descriptions of classroom interactions were …