Teachers’ Perceptions of Integrating Students with Behaviour Disorders: Challenges and Strategies

Maureen T. B. Drysdale, Amanda Williams, Glenn J. Meaney

Abstract


This study is a preliminary exploratory investigation into teachers’ perceptions of both the challenges involved in integrating children with behavioural problems and potential strategies that may be used to deal with those problems. There were two separate but related phases: Phase One was the creation of the Teachers’ Perceptions of Successful Integration (TPSI) survey; Phase Two was an initial test of the survey on 53 teachers. Based on Phase Two, results indicate that uncontrollable, dangerous behaviour and time demands placed on the teacher were the most challenging aspects of integrating this student group. Successful strategies included creating structured classrooms with positive atmospheres, having expectations that are known to the child, actively involving the child in the intervention program, establishing relationships of trust between students and teachers, and providing adequate teacher training in the area of behaviour disorders. Identified unsuccessful strategies were yelling at the child and expulsion. Educational implications of the study are discussed.

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