A CASE STUDY ON COMPASSION FATIGUE AMONG TEACHERS HANDLING STUDENT WITH DISRUPTIVE BEHAVIOURS IN INCLUSIVE CLASSROOM

Abstract

The case study highlights on examining the compassion fatigue among teachers handling student with disruptive behaviours in inclusive classroom. If a child has a diagnosis of disruptive behavior disorder, it may be decided to place him in a special classroom set up for more intensive behavior management. Compassion fatigue occurs when the person handling with the child with a disorder becomes so preoccupied with the disability of the child that it in turn makes the therapist or the helper stressful. Disruptive behavior disorders can seriously impact a child's daily life. Children with disruptive behavior disorders show ongoing patterns of uncooperative and deant behaviors. Treatment procedures involve therapy for such children to reduce the behavioral issues and provide positive reinforcement to improve self-control. The present study adopted a qualitative approach, a semi-structured interview was conducted among six teachers to assess the compassion fatigue while handling student with disruptive behavior in three different inclusive schools. The teachers were interviewed individually on two occasions to gather information on the impact of this phenomenon. The interview data were coded and categorized using thematic analysis. Through this analysis, three criteria were generated, that is, preparation and adaptation of learning materials, instructional process, and interpersonal relationships. The results revealed that the six teachers go through different emotional problems due to disruptive behaviours exhibited by their students and had health-related issues. It also showed that teachers' were mostly concerned with the loss of their instructional time. As a result of this, these teachers were unable to deliver the curriculum within the allocated time. The teachers' reported that the impact is not only the disruptively behaved child but the learning of the rest of the students were also hindered due to the disruptive behavioural issues. The implications of the ndings for teachers and further research are discussed