Behavior Management in Inclusive Classrooms-Reference-Cited by-同舟云学术

Behavior Management in Inclusive Classrooms

Published:1996-07 Issue:4 Volume:17 Page:195-203
ISSN:0741-9325
Container-title:Remedial and Special Education
language:en
Short-container-title:Remedial and Special Education

Author:

CARPENTER STEPHANIE L.¹,McKEE-HIGGINS ELIZABETH²

Affiliation:

1. STEPHANIE L. CARPENTER, Assistant professor in special education at Johns Hopkins University. Her research interests include practices that promote self-determination for individuals with disabilities. Address: Stephanie L. Carpenter, Johns Hopkins University, 9601 Medical Center Dr., Rockville, MD 20850.

2. First-grade teacher at Viers Mill Elementary School in Montgomery County Public Schools, Maryland. Her interests include educating elementary-age students with disabilities in general education classrooms while promoting success for all students.

Abstract

PERHAPS THE PRIMARY REQUISITE FOR STUDENTS WHO ENTER INCLUSIVE SETTINGS IS THE ABILITY OF THE STUDENTS AND TEACHERS TO EFFECTIVELY DEAL WITH BEHAVIOR ISSUES. THE PURPOSE OF THIS ARTICLE IS TO DESCRIBE (A) COMPONENTS OF EFFECTIVE BEHAVIOR MANAGEMENT PROGRAMS AND (B) HOW ONE TEACHER, FACED WITH A VARIETY OF STUDENT BEHAVIORS, WAS ABLE TO VIEW THE CONTEXT OF HER SITUATION, EVALUATE BOTH TEACHER AND STUDENT BEHAVIORS, AND BRING ABOUT DRAMATIC CHANGES IN HER CLASSROOM. DISCUSSION INCLUDES PROACTIVE METHODS TEACHERS CAN USE TO ENRICH CLASSROOM CLIMATES AND PROMOTE A COMMUNITY OF LEARNERS THAT INCLUDES STUDENTS WITH CHALLENGING BEHAVIORS.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/074193259601700402

Reference21 articles.

1. An Exploratory Study of How General and Special Education Teachers Think and Make Instructional Decisions About Students With Special Needs

2. Critical Instructional Factors for Students With Mild Handicaps

3. Effects of Self-Evaluation Training of Seriously Emotionally Disturbed Children on the Generalization of their Classroom Rule following and Work Behaviors across Settings and Teachers

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