Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice
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 ed...
Gespeichert in:
| Veröffentlicht in: | Journal of emotional and behavioral disorders 2022-03, Vol.30 (1), p.29-43 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 43 |
|---|---|
| container_issue | 1 |
| container_start_page | 29 |
| container_title | Journal of emotional and behavioral disorders |
| container_volume | 30 |
| creator | McKenna, John William Newton, Xiaoxia Brigham, Frederick Garwood, Justin |
| description | 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 northeastern United States 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, and 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. |
| doi_str_mv | 10.1177/1063426620982601 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2652815004</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1340887</ericid><sage_id>10.1177_1063426620982601</sage_id><sourcerecordid>2652815004</sourcerecordid><originalsourceid>FETCH-LOGICAL-c331t-c54d18e694d6563bf94a925c9fde4e8848229e55ea5b3a29a8818b34266a568a3</originalsourceid><addsrcrecordid>eNp1kM1LwzAAxYMoOKd3L0LAczXfTbyNOXUiKKjnkqbp7OiamaQT_3uzVRQETwn83nt5eQCcYnSBcZ5fYiQoI0IQpCQRCO-BEeZUZixXaj_dE862_BAchbBECBHK0AjYeWfaPjQbC-ddiL43sXEdrJ2Hz7GvbBcD_GjiG5yt3JboFl43Ifa-1J2xV3DSJd_Ghtgs9M7pajhtdQjeuRV88jrlGXsMDmrdBnvyfY7B683sZXqXPTzezqeTh8xQimNmOKuwtEKxSnBBy1oxrQg3qq4ss1IySYiynFvNS6qJ0lJiWe6-rbmQmo7B-ZC79u69T62Kpet9Kh0KIjiRmCPEkgoNKuNdKmrrYu2blfafBUbFdszi75jJcjZYrG_Mj3x2j9OIUuaJZwMPemF_H_037wsxJn17</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2652815004</pqid></control><display><type>article</type><title>Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice</title><source>Access via SAGE</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><creator>McKenna, John William ; Newton, Xiaoxia ; Brigham, Frederick ; Garwood, Justin</creator><creatorcontrib>McKenna, John William ; Newton, Xiaoxia ; Brigham, Frederick ; Garwood, Justin</creatorcontrib><description>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 northeastern United States 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, and 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.</description><identifier>ISSN: 1063-4266</identifier><identifier>EISSN: 1538-4799</identifier><identifier>DOI: 10.1177/1063426620982601</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Behavior Modification ; Classroom management ; Classroom practice ; Classroom Techniques ; Classrooms ; Differentiation ; Educational Practices ; Elementary Secondary Education ; Emotional Disturbances ; Exploratory factor analysis ; General Education ; Inclusion ; Individualized Instruction ; Knowledge Level ; Public Schools ; Special education ; Special Education Teachers ; Students with Disabilities ; Teacher Attitudes ; Teachers ; Teaching Methods</subject><ispartof>Journal of emotional and behavioral disorders, 2022-03, Vol.30 (1), p.29-43</ispartof><rights>Hammill Institute on Disabilities 2021</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c331t-c54d18e694d6563bf94a925c9fde4e8848229e55ea5b3a29a8818b34266a568a3</citedby><cites>FETCH-LOGICAL-c331t-c54d18e694d6563bf94a925c9fde4e8848229e55ea5b3a29a8818b34266a568a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/1063426620982601$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/1063426620982601$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21819,27924,27925,30999,43621,43622</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1340887$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>McKenna, John William</creatorcontrib><creatorcontrib>Newton, Xiaoxia</creatorcontrib><creatorcontrib>Brigham, Frederick</creatorcontrib><creatorcontrib>Garwood, Justin</creatorcontrib><title>Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice</title><title>Journal of emotional and behavioral disorders</title><description>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 northeastern United States 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, and 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.</description><subject>Behavior Modification</subject><subject>Classroom management</subject><subject>Classroom practice</subject><subject>Classroom Techniques</subject><subject>Classrooms</subject><subject>Differentiation</subject><subject>Educational Practices</subject><subject>Elementary Secondary Education</subject><subject>Emotional Disturbances</subject><subject>Exploratory factor analysis</subject><subject>General Education</subject><subject>Inclusion</subject><subject>Individualized Instruction</subject><subject>Knowledge Level</subject><subject>Public Schools</subject><subject>Special education</subject><subject>Special Education Teachers</subject><subject>Students with Disabilities</subject><subject>Teacher Attitudes</subject><subject>Teachers</subject><subject>Teaching Methods</subject><issn>1063-4266</issn><issn>1538-4799</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp1kM1LwzAAxYMoOKd3L0LAczXfTbyNOXUiKKjnkqbp7OiamaQT_3uzVRQETwn83nt5eQCcYnSBcZ5fYiQoI0IQpCQRCO-BEeZUZixXaj_dE862_BAchbBECBHK0AjYeWfaPjQbC-ddiL43sXEdrJ2Hz7GvbBcD_GjiG5yt3JboFl43Ifa-1J2xV3DSJd_Ghtgs9M7pajhtdQjeuRV88jrlGXsMDmrdBnvyfY7B683sZXqXPTzezqeTh8xQimNmOKuwtEKxSnBBy1oxrQg3qq4ss1IySYiynFvNS6qJ0lJiWe6-rbmQmo7B-ZC79u69T62Kpet9Kh0KIjiRmCPEkgoNKuNdKmrrYu2blfafBUbFdszi75jJcjZYrG_Mj3x2j9OIUuaJZwMPemF_H_037wsxJn17</recordid><startdate>20220301</startdate><enddate>20220301</enddate><creator>McKenna, John William</creator><creator>Newton, Xiaoxia</creator><creator>Brigham, Frederick</creator><creator>Garwood, Justin</creator><general>SAGE Publications</general><general>SAGE Publications and Hammill Institute on Disabilities</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K7.</scope><scope>K9.</scope><scope>NAPCQ</scope></search><sort><creationdate>20220301</creationdate><title>Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice</title><author>McKenna, John William ; Newton, Xiaoxia ; Brigham, Frederick ; Garwood, Justin</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c331t-c54d18e694d6563bf94a925c9fde4e8848229e55ea5b3a29a8818b34266a568a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Behavior Modification</topic><topic>Classroom management</topic><topic>Classroom practice</topic><topic>Classroom Techniques</topic><topic>Classrooms</topic><topic>Differentiation</topic><topic>Educational Practices</topic><topic>Elementary Secondary Education</topic><topic>Emotional Disturbances</topic><topic>Exploratory factor analysis</topic><topic>General Education</topic><topic>Inclusion</topic><topic>Individualized Instruction</topic><topic>Knowledge Level</topic><topic>Public Schools</topic><topic>Special education</topic><topic>Special Education Teachers</topic><topic>Students with Disabilities</topic><topic>Teacher Attitudes</topic><topic>Teachers</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>McKenna, John William</creatorcontrib><creatorcontrib>Newton, Xiaoxia</creatorcontrib><creatorcontrib>Brigham, Frederick</creatorcontrib><creatorcontrib>Garwood, Justin</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>ProQuest Criminal Justice (Alumni)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><jtitle>Journal of emotional and behavioral disorders</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>McKenna, John William</au><au>Newton, Xiaoxia</au><au>Brigham, Frederick</au><au>Garwood, Justin</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1340887</ericid><atitle>Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice</atitle><jtitle>Journal of emotional and behavioral disorders</jtitle><date>2022-03-01</date><risdate>2022</risdate><volume>30</volume><issue>1</issue><spage>29</spage><epage>43</epage><pages>29-43</pages><issn>1063-4266</issn><eissn>1538-4799</eissn><abstract>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 northeastern United States 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, and 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.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/1063426620982601</doi><tpages>15</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1063-4266 |
| ispartof | Journal of emotional and behavioral disorders, 2022-03, Vol.30 (1), p.29-43 |
| issn | 1063-4266 1538-4799 |
| language | eng |
| recordid | cdi_proquest_journals_2652815004 |
| source | Access via SAGE; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Behavior Modification Classroom management Classroom practice Classroom Techniques Classrooms Differentiation Educational Practices Elementary Secondary Education Emotional Disturbances Exploratory factor analysis General Education Inclusion Individualized Instruction Knowledge Level Public Schools Special education Special Education Teachers Students with Disabilities Teacher Attitudes Teachers Teaching Methods |
| title | Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-02T14%3A29%3A09IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Inclusive%20Instruction%20for%20Students%20with%20Emotional%20Disturbance:%20An%20Investigation%20of%20Classroom%20Practice&rft.jtitle=Journal%20of%20emotional%20and%20behavioral%20disorders&rft.au=McKenna,%20John%20William&rft.date=2022-03-01&rft.volume=30&rft.issue=1&rft.spage=29&rft.epage=43&rft.pages=29-43&rft.issn=1063-4266&rft.eissn=1538-4799&rft_id=info:doi/10.1177/1063426620982601&rft_dat=%3Cproquest_cross%3E2652815004%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2652815004&rft_id=info:pmid/&rft_ericid=EJ1340887&rft_sage_id=10.1177_1063426620982601&rfr_iscdi=true |