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ERIC Number: EJ826700
Record Type: Journal
Publication Date: 2007-Sep
Pages: 19
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1030-0112
Educational Supports for Students with Disabilities and Significant Behavioural Challenges: Teacher Perceptions
Ford, Jerry
Australasian Journal of Special Education, v31 n2 p109-127 Sep 2007
This study examined teacher perceptions of educational supports for students with disabilities and significant behavioural problems. Specifically, the study sought to (a) identify the types of behavioural problems displayed by students identified as exhibiting significantly challenging behaviour; (b) ascertain the types of supports and resources available to teachers to support students with challenging behaviours; and (c) elicit recommendations from teachers for how best to provide support for students with disabilities and significant behavioural challenges. Findings from the study indicated that the teachers were routinely being exposed to students who exhibited relatively high levels of significantly challenging behaviour. Teachers reported that they did not feel sufficiently prepared or supported to work successfully with such students and expressed the need for comprehensive, regular, and ongoing professional development activities that were aligned with their needs and those of their students. Despite the challenges encountered, the teachers expressed a strong commitment to assisting students with significant behavioural problems to achieve positive outcomes. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia