LIVED EXPERIENCES OF RECEIVING TEACHERS IN HANDLING BEHAVIORAL ISSUES OF STUDENTS WITH SPECIAL NEEDS

Zahra Jane E. Rafailes, Elaiah C. Marikit
{"title":"LIVED EXPERIENCES OF RECEIVING TEACHERS IN HANDLING BEHAVIORAL ISSUES OF STUDENTS WITH SPECIAL NEEDS","authors":"Zahra Jane E. Rafailes, Elaiah C. Marikit","doi":"10.36713/epra16635","DOIUrl":null,"url":null,"abstract":"This qualitative phenomenological study provides a comprehensive exploration of the challenges, strategies; coping mechanisms, and insights experienced by receiving teachers in addressing behavioral issues among students with special needs in inclusive education settings. Through in-depth focus group discussions with five receiving teachers from Island Garden City of Samal, Davao Del Norte, the study exposes the real struggle and complexities of managing diverse behavioral concerns. The thematic analysis uncovers the intricate web of both academic obstacles and behavioral manifestations, prompting the development and implementation of tailored strategies, including individualized behavior plans and collaborative problem-solving approaches. Moreover, the study highlights the vital role of coping mechanisms, such as seeking support from colleagues and prioritizing self-care practices amidst the demanding educational landscape. The insights gleaned from teachers lived experiences underscore the transformative potential of empathy, adaptability, and inclusive teaching methodologies. Ultimately, the research advocates for targeted professional development initiatives and collaborative support networks to empower receiving teachers to effectively navigate the unique challenges presented by students with special needs, especially students with behavioral issues. By promoting inclusive and supportive learning environments, this study contributes significantly to the enhancement of special education practices and resources.\nKEYWORDS: Special Education, Behavioral Issues, Receiving teachers, research, teaching, Inclusive Education, and special education practices.","PeriodicalId":309586,"journal":{"name":"EPRA International Journal of Multidisciplinary Research (IJMR)","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"EPRA International Journal of Multidisciplinary Research (IJMR)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.36713/epra16635","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

This qualitative phenomenological study provides a comprehensive exploration of the challenges, strategies; coping mechanisms, and insights experienced by receiving teachers in addressing behavioral issues among students with special needs in inclusive education settings. Through in-depth focus group discussions with five receiving teachers from Island Garden City of Samal, Davao Del Norte, the study exposes the real struggle and complexities of managing diverse behavioral concerns. The thematic analysis uncovers the intricate web of both academic obstacles and behavioral manifestations, prompting the development and implementation of tailored strategies, including individualized behavior plans and collaborative problem-solving approaches. Moreover, the study highlights the vital role of coping mechanisms, such as seeking support from colleagues and prioritizing self-care practices amidst the demanding educational landscape. The insights gleaned from teachers lived experiences underscore the transformative potential of empathy, adaptability, and inclusive teaching methodologies. Ultimately, the research advocates for targeted professional development initiatives and collaborative support networks to empower receiving teachers to effectively navigate the unique challenges presented by students with special needs, especially students with behavioral issues. By promoting inclusive and supportive learning environments, this study contributes significantly to the enhancement of special education practices and resources. KEYWORDS: Special Education, Behavioral Issues, Receiving teachers, research, teaching, Inclusive Education, and special education practices.
接收教师处理有特殊需要学生行为问题的生活经验
这项定性现象学研究全面探讨了在全纳教育环境中,接收教师在处理有特殊需要学生的行为问题时所遇到的挑战、策略、应对机制和见解。通过与来自北达沃萨马尔岛花园城的五位接收教师进行深入的焦点小组讨论,本研究揭示了在处理各种行为问题时的实际困难和复杂性。专题分析揭示了学业障碍和行为表现之间错综复杂的关系,促使制定和实施有针对性的策略,包括个性化行为计划和合作解决问题的方法。此外,本研究还强调了应对机制的重要作用,如在严苛的教育环境中寻求同事的支持和优先考虑自我保健措施。从教师生活经历中获得的启示强调了同理心、适应能力和全纳教学方法的变革潜力。最终,研究提倡有针对性的专业发展计划和协作支持网络,以增强接收教师的能力,有效地应对有特殊需要的学生,尤其是有行为问题的学生所带来的独特挑战。通过促进全纳和支持性的学习环境,本研究对特殊教育实践和资源的提升做出了重大贡献。关键词:特殊教育、行为问题、接收教师、研究、教学、全纳教育和特殊教育实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信