Project

Emotionally disturbed students: an in-service training for general education teachers

Project (M.A., Education (Special Education)) -- California State University, Sacramento, 2010.

The integration of students identified with Emotional Behavior Disorders (EBD) is increasing in the general education setting. Teachers are in need of the necessary skills and supports to help them deliver adequate instruction to these students. Studies show that teachers' attitudes and self-perceptions of competencies are based on the knowledge they have or do not have when dealing with students identified with EBD. Clearly, to provide effective instruction to students with EBD in the general education setting, substantial knowledge in research-based strategies is vital to delivering instruction and fostering the success of the student (Shapiro, Miller, Sawka, Gardill, & Handler, 1999). The information for this project was obtained through a review of books, periodicals, Internet websites, discussions with other teachers in the general or special education field, and personal experiences of the authors who work with students in both the general and special education classroom and are familiar with classroom instruction for students with EBD in the general education setting. In addition, information was also obtained from district personnel and administration through the use of interviews. School-based staff development is a highly effective form oftraining for general education teachers. The information gained from research-based strategies and peer discussion proved to be a valuable tool for general education teachers who currently instruct students diagnosed with EBD.

The integration of students identified with Emotional Behavior Disorders (EBD) is increasing in the general education setting. Teachers are in need of the necessary skills and supports to help them deliver adequate instruction to these students. Studies show that teachers' attitudes and self-perceptions of competencies are based on the knowledge they have or do not have when dealing with students identified with EBD. Clearly, to provide effective instruction to students with EBD in the general education setting, substantial knowledge in research-based strategies is vital to delivering instruction and fostering the success of the student (Shapiro, Miller, Sawka, Gardill, & Handler, 1999). The information for this project was obtained through a review of books, periodicals, Internet websites, discussions with other teachers in the general or special education field, and personal experiences of the authors who work with students in both the general and special education classroom and are familiar with classroom instruction for students with EBD in the general education setting. In addition, information was also obtained from district personnel and administration through the use of interviews. School-based staff development is a highly effective form oftraining for general education teachers. The information gained from research-based strategies and peer discussion proved to be a valuable tool for general education teachers who currently instruct students diagnosed with EBD.

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