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Strategies for general education teachers: preparing to meet the needs of students with EBD
| Content Provider | Semantic Scholar |
|---|---|
| Author | Krouse, Tegan |
| Copyright Year | 2014 |
| Abstract | Since the reauthorization of Individuals with Disability Act (IDEA) in 2004 there has been a steady increase of students with emotional and behavioral disorders (EBD) in the general education classroom. Many general education teachers have been trained to work with groups of students across a variety of content domains, with little focus on the specialized instruction of students with EBD. In turn, students with EBD are not making sufficient academic progress due to a lack of consensus among educators about appropriate strategies. This special project discusses the importance of understanding students with EBD and the strategies to assist them in the general education classroom. For this project general education teachers were given a needs based assessment survey to identify their perceptions and understanding of students with EBD and the tools used to educate students with EBD. The findings from the literature review and data from this research results in a handbook that emphasizes the needs and characteristics of students with EBD, the importance of on-going professional development, and the instructional benefits of collaboration amongst educators, families, and other health providers. PREPARING TO MEET THE NEEDS OF STUDENTS WITH EBD Acknowledgements My first and sincere appreciation goes to my Professor, Dr. Cousik, and my classmates. It was a truly a pleasure to work with each of you and I can't thank you enough for all of your support, enthusiasm, and dedication throughout this entire process. Together, you all made a very challenging endeavor seem a little more bearable. My writing would not have developed without your critiques and feedback. I cannot express enough thanks to my family for being my biggest fans and supporters. You have all pushed and challenged me to try new things. I was hesitant to go back to school, but your constant and ongoing words of encouragement made my choice to become a special education teacher a much smoother transition than I could have ever imagined. I would not have been able to complete my special project and Masters in Special Education without you. I am especially grateful to my sister Charity for spending time away from her family to constantly review, revise, and critique my special project. You have pushed me to become a more focused and attentive writer. Also I would like to thank you to my fiance Ryan, who has without doubt or hesitation supported my decision to continue my education. I can't thank you enough for your patience, motivation, and love. 4 Lastly, I would like to give a big thanks to me colleagues. I appreciate each of you taking the time to complete the needs assessment survey, as well as, listen to me constantly discuss and analyze my special project. PREPARING TO MEET THE NEEDS OF STUDENTS WITH EBD 5 Table of |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://opus.ipfw.edu/cgi/viewcontent.cgi?article=1003&context=grad_research |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
