Experiences of Teacher Students Regarding the Management of Behavior Problems of Children with Special Educational Needs
- January 23, 2021
- Posted by: RSIS Team
- Categories: Education, IJRIAS
International Journal of Research and Innovation in Applied Science (IJRIAS) | Volume V, Issue XII, December 2020 | ISSN 2454–6186
B.G.H. Anuruddhika
Department of Special Needs Education, The Open University of the Sri Lanka
Abstract
This paper focuses on a study that explored the experiences of teacher students regarding managing behavior problems of children with Special Educational Needs (SEN) in regular classrooms. The objectives of this study were 4 folds; to identify the behavior problems experienced by teachers and their views in relations to it’s impact on the teaching and learning process, to explore the factors might be influenced for behavior problems, to examine the strategies taken to manage behavior problems.10 Student teachers who already have dealt with children with Special Educational Needs selected as the sample by using purposive sampling method. Semi structured interview and questionnaire were used to collect data which were analyzed using descriptive analysis method. The study reveled that the most common behavior problem experienced by teacher students were problems related to aggression, attention, self harm and variety of off task behaviors which might be influenced by impairment ,lack of early intervention, family, School and peer related factors. Moreover variety of strategies including reprimand, time out , planned ignorance, giving responsibilities etc. were used by teachers to manage behavior problem in children with SEN. Final outcomes of this research would provide a basis to establish a proper early intervention service for children with SEN and empowering teacher students to deal with behavior problem of children with SEN in inclusive setup.
Key Words- behavior Problems, children with special educational needs, inclusive education
Introduction
Inclusion of children with Special Educational Needs (SEN) in regular classroom setup is becoming a new trend in the current education system in the world (Yuen &Westwood, 2001). These children with SEN often present learning or behavioral problems (Polirstok, 2015) comparing with typical peers. As far as the behavior problems of children with SEN concerned, they may develop these undesirable behaviors due to the deficiencies of skills related to functional communication, personal abilities and social skills (Westling, 2015). Theses behavior problems jeopardize the healthy social interaction, emotional wellbeing, academic success and ultimately the total development of the particular child with SEN. These behavioral challenges range from verbal or physical aggression, inappropriate social behaviors and stereo type behaviors to self injuries which put a person or those around them at risk (Westling, 2009). Students with behavior problems are at higher risk to be excluded from the general education setting compared with the typical peers (Hayden, 2000) due to different issues including disciplinary matters (Danial, 1998). It was found that children with special educational needs
