Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders

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The present study examined variables affecting teachers’ perceptions of inclusionary practices for students with emotional and behavioral disorders (E/BD) in three areas: inclusion of students with E/BD, behaviors of students with E/BD, and teacher efficacy. Teachers listed in the database of one Education Service Center located in north central Texas which represented 66 school districts, completed the online Survey on Teacher Perceptions of Inclusionary Practices for Students with Emotional/Behavioral Disorders. Findings of the study showed that (a) teaching experience was a significant predictor of teacher’s perceptions regarding the inclusion of students with E/BD, (b) student age was a significant predictor ... continued below

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Lee, Yu-Wen Grace August 2012.

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  • Lee, Yu-Wen Grace

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The present study examined variables affecting teachers’ perceptions of inclusionary practices for students with emotional and behavioral disorders (E/BD) in three areas: inclusion of students with E/BD, behaviors of students with E/BD, and teacher efficacy. Teachers listed in the database of one Education Service Center located in north central Texas which represented 66 school districts, completed the online Survey on Teacher Perceptions of Inclusionary Practices for Students with Emotional/Behavioral Disorders. Findings of the study showed that (a) teaching experience was a significant predictor of teacher’s perceptions regarding the inclusion of students with E/BD, (b) student age was a significant predictor of teachers’ perceptions regarding behaviors of students with E/BD, (c) special education teachers are more likely to have a higher degree of perceptions on the subscale that measures their efficacy than general education teachers, and (d) the number of special education courses taken by general education teachers did not have a significant effect on teachers’ perceptions.

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  • August 2012

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  • March 4, 2013, 2:02 p.m.

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  • Nov. 16, 2016, 12:04 p.m.

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Lee, Yu-Wen Grace. Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders, dissertation, August 2012; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc149629/: accessed September 21, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .