Behavior management tips for inclusive education teachers: Advice from SPED practitioners in public & private schools in Metro Manila

• Main Author: Mingoa, Thelma Rabago
• Format: text
• Published: Animo Repository 2011
• Subjects: Children with mental disabilities—Behavior modification; Children with mental disabilities—Education; Classroom management; Inclusive education; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/8354
• Institution: De La Salle University

Inclusion of children with special needs into in regular regular classrooms has been the latest trend in Special Education. One of the problems of teachers in regular education regarding this, is how to handle behavior problems of children with special needs. This study explored the practices of special education teachers in classroom behavior management which may help regular education teachers. The informants consisted of 55 pre-service education practicumers. They described the various behavior problems they encountered among their students with special education needs during their practicum service and the most effective behavior intervention techniques they learned from their mentors. The most common behavior problems manifested among 100 children with special needs in 10 public and 20 private schools in Metro Manila include violent behaviors, refusal to participate in class activities, tantrums and constant running around during class. The most effective intervention practices described were done either before, during and/or after the disruptive behaviors occur, including changing seating arrangement, removing distractions, establishing class rules, realizing consequences, cooperative learning, peer tutoring, explaining, showing care, using humor, music, etc. It is suggested that it was best lo prevent the disruptions from occurring in the first place. Children with special needs show limitations in intellectual functioning and adaptive behavior. Teachers receive training on accommodations, modifications and adapting curricula to meet various needs of students. However, behaviour problems are what many teachers assume or actually find stressful in having children with special needs in the regular classroom. Basic assumptions of behavior modification still apply. Among these are that behaviors can be taught and modified For regular teachers lo find out what works for special education teachers, is a big boost to their confidence in accepting special children in the regular classroom. This helps children with disabilities to be accepted in class and help improve their self confidence.