ERIC Number: ED199226
Record Type: RIE
Publication Date: 1981-Feb
Generic Affective Competencies for Teachers of Socially and Emotionally Disturbed Adolescents. Final Draft.
It seems likely that, as more handicapped students are being integrated in regular classrooms, teachers will need effective skills and strategies for working with children with handicapping conditions. This report discusses a set of teaching competency statements which address students' affective domain behaviors. The focus encompasses generic affective competencies (GACs) which appear to be a common bond between special and regular classroom teachers. The GAC statements result from observed teacher behavior and theoretical considerations. A review of relevant literature is given as background for the 41 field-tested skill statements, which are grouped into three clusters of teaching behavior: establishing an affective climate; managing behavior conflicts and crises; and using positive classroom management practices. The importance and implications of the three clusters are discussed, with references to recent studies and reports. A summary is given, and a list of the references used in the text is appended. (FG)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Regional Conference on Emotional Disturbance (Austin, TX, February 6, 1981).