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...

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Veröffentlicht in:	Journal of emotional and behavioral disorders 2022-03, Vol.30 (1), p.29-43
Hauptverfasser:	McKenna, John William, Newton, Xiaoxia, Brigham, Frederick, Garwood, Justin
Format:	Artikel
Sprache:	eng
Schlagworte:	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
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