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

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 spe...

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Main Author: Mingoa, Thelma Rabago
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Published: Animo Repository 2011
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Online Access:https://animorepository.dlsu.edu.ph/faculty_research/8354
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Institution: De La Salle University
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spelling oai:animorepository.dlsu.edu.ph:faculty_research-89642023-02-14T03:12:00Z Behavior management tips for inclusive education teachers: Advice from SPED practitioners in public & private schools in Metro Manila Mingoa, Thelma Rabago 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. 2011-01-01T08:00:00Z text https://animorepository.dlsu.edu.ph/faculty_research/8354 Faculty Research Work Animo Repository Children with mental disabilities—Behavior modification Children with mental disabilities—Education Classroom management Inclusive education Special Education and Teaching
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
topic Children with mental disabilities—Behavior modification
Children with mental disabilities—Education
Classroom management
Inclusive education
Special Education and Teaching
spellingShingle Children with mental disabilities—Behavior modification
Children with mental disabilities—Education
Classroom management
Inclusive education
Special Education and Teaching
Mingoa, Thelma Rabago
Behavior management tips for inclusive education teachers: Advice from SPED practitioners in public & private schools in Metro Manila
description 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.
format text
author Mingoa, Thelma Rabago
author_facet Mingoa, Thelma Rabago
author_sort Mingoa, Thelma Rabago
title Behavior management tips for inclusive education teachers: Advice from SPED practitioners in public & private schools in Metro Manila
title_short Behavior management tips for inclusive education teachers: Advice from SPED practitioners in public & private schools in Metro Manila
title_full Behavior management tips for inclusive education teachers: Advice from SPED practitioners in public & private schools in Metro Manila
title_fullStr Behavior management tips for inclusive education teachers: Advice from SPED practitioners in public & private schools in Metro Manila
title_full_unstemmed Behavior management tips for inclusive education teachers: Advice from SPED practitioners in public & private schools in Metro Manila
title_sort behavior management tips for inclusive education teachers: advice from sped practitioners in public & private schools in metro manila
publisher Animo Repository
publishDate 2011
url https://animorepository.dlsu.edu.ph/faculty_research/8354
_version_ 1767196859679375360