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Inclusion, Emotional Behavioral Disturbance, and Attitudes : = Exploring the Lived Experiences of General Educators.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Inclusion, Emotional Behavioral Disturbance, and Attitudes :/
Reminder of title:	Exploring the Lived Experiences of General Educators.
Author:	Hanlon, Ashley E.
Description:	1 online resource (147 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: B.
Contained By:	Dissertations Abstracts International84-04B.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29325360click for full text (PQDT)
ISBN:	9798351471129

Inclusion, Emotional Behavioral Disturbance, and Attitudes : = Exploring the Lived Experiences of General Educators.
Hanlon, Ashley E.

Inclusion, Emotional Behavioral Disturbance, and Attitudes :Exploring the Lived Experiences of General Educators. - 1 online resource (147 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: B.

Thesis (Ed.D.)--Northcentral University, 2022.

Includes bibliographical references

The qualitative hermeneutic study's purpose was to understand better how high school general education teachers' lived experiences shape their attitudes towards including students with an emotional and behavioral disturbance (EBD). The problem addressed in this study was that teacher attitudes towards the inclusion of students with EBD are primarily negative. Including students with EBD in mainstream classrooms depends on teacher attitudes and their willingness to support and accommodate these students' unique needs. The theory of planned behavior was applied to understand how attitudes impact behavior. Study participants were high school general educators from Vermont and Utah. They were not dual-licensed as special educators and currently had students identified with emotional and behavioral disorders through the IEP process. Participants engaged with the Attitudes Toward Teaching All Students questionnaire, semi-structured interviews, and member checks. The qualitative software was used for coding and finding themes within the data. The themes that emerged from the data were (a) defining inclusion in the classroom, (b) perceptions of behaviors, (c) more support, (d) the power of experiences, and (e) lack of formal training. The results from this study were not completely aligned with current findings. This study found that teachers' attitudes toward inclusion and students with EBD were primarily positive. Still, the study revealed that teachers need more formal training, and improved undergraduate and graduate coursework. More positive experiences to appropriately accommodate and support students with emotional and behavioral disorders in the mainstream classroom. Future research should be expanded to elementary and middle school teachers and look at what types of training teachers find helpful to support students with EBD.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351471129Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Emotional and behavioral disorderIndex Terms--Genre/Form:

542853
Electronic books.

Inclusion, Emotional Behavioral Disturbance, and Attitudes : = Exploring the Lived Experiences of General Educators.
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520 $a The qualitative hermeneutic study's purpose was to understand better how high school general education teachers' lived experiences shape their attitudes towards including students with an emotional and behavioral disturbance (EBD). The problem addressed in this study was that teacher attitudes towards the inclusion of students with EBD are primarily negative. Including students with EBD in mainstream classrooms depends on teacher attitudes and their willingness to support and accommodate these students' unique needs. The theory of planned behavior was applied to understand how attitudes impact behavior. Study participants were high school general educators from Vermont and Utah. They were not dual-licensed as special educators and currently had students identified with emotional and behavioral disorders through the IEP process. Participants engaged with the Attitudes Toward Teaching All Students questionnaire, semi-structured interviews, and member checks. The qualitative software was used for coding and finding themes within the data. The themes that emerged from the data were (a) defining inclusion in the classroom, (b) perceptions of behaviors, (c) more support, (d) the power of experiences, and (e) lack of formal training. The results from this study were not completely aligned with current findings. This study found that teachers' attitudes toward inclusion and students with EBD were primarily positive. Still, the study revealed that teachers need more formal training, and improved undergraduate and graduate coursework. More positive experiences to appropriately accommodate and support students with emotional and behavioral disorders in the mainstream classroom. Future research should be expanded to elementary and middle school teachers and look at what types of training teachers find helpful to support students with EBD.
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