Date of Award
4-25-1996
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Ruth L. Meese, Ph.D.
Second Advisor
David M. Carkenord, Ph.D.
Third Advisor
Rachel Mathews, Ed.D.
Abstract
This study investigated the perceptions of 60 regular education teachers (30 elementary school and 30 high school) about having a student with emotional/behavioral disorders in their classroom. The teachers responded to 19 questions concerning the student's academic and behavioral performance using a 4-point Likert scale. The results of the study were analyzed by calculating a mean and standard deviation for each of the 19 questions. In addition, t-tests were used to determine if significant differences existed between the two groups of teachers and their responses to each of the questions. Correlation coefficients were computed between the 19 questions and the teacher's teaching experience, the percent of students with emotional/behavioral disorders in the teacher's class, and whether or not the teacher had previous experience with students with emotional/behavioral disorders before this year. A number of significant differences were found between the two groups of teacher responses and questions from the academic and behavioral portions of the survey. Significant differences also existed between the two groups of teacher responses and question ten which stated "the student avoids fighting".
Recommended Citation
Mason, Kimberly, "REGULAR EDUCATION TEACHERS' PERCEPTIONS ABOUT HAVING A STUDENT WITH EMOTIONAL BEHAVIORAL DISORDERS IN THEIR CLASSROOMS" (1996). Theses & Honors Papers. 238.
https://digitalcommons.longwood.edu/etd/238
