Teacher and Student Behaviors in Inclusive Classrooms

GÜNER YILDIZ, NEVİN

Teacher and Student Behaviors in Inclusive Classrooms

Nevin Güner YILDIZ (Eskişehir Osmangazi Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümü, Eskişehir, Türkiye)

Kuram ve Uygulamada Eğitim Bilimleri

2 0

Yıl: 2015 Cilt: 15 Sayı: 1 Sayfa Aralığı: 177 - 184 Metin Dili: İngilizce İndeks Tarihi: 29-07-2022

Teacher and Student Behaviors in Inclusive Classrooms

Öz:

In this study, I examined general education teachers' classroom behaviors and as well as academic engagement, off-task and problem behaviors of students with special needs. The sample group of this study comprised 54 general education teachers working at local primary schools in Eskisehir, Turkey and their 54 students with mild intellectual disabilities. Teachers' and students' behaviors were observed and recorded on a data collection form designed according to the time-sampling method. Observations took place in each of the 54 classrooms, in four different lessons, for a total of 120 min in each classroom during the spring term of the 2011-2012 academic year. Results indicated that students with mild intellectual disabilities showed academic engagement in 58.58%, off-task behavior in 34.11%, and problem behaviors in 7.31% of the lessons. During those lessons, teachers' academic communication with students with mild intellectual disabilities 7.50% of the observation time, while approval of their behaviors was at 0.13% and disapproval of their behaviors was 0.27%. The behaviors of students with mild intellectual disabilities and the academic communication of teachers with them significantly changed according to the placement of these students in the classroom and the teachers' adjustments in the instructional program toward them.

Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Bibliyografik

Akalın, S. (2007). İlköğretim birinci kademedeki sınıf öğretmenleri ile kaynaştırma öğrencisi olan ve olmayan öğrencilerin sınıf içi davranışlarının incelenmesi (Master's thesis, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi
Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). New Jersey: Pearson Merrill Prentice Hall.
Anderson, L. M., & Brophy, J. (1979). An experimental study of reading group instruction: Data from teacher ınterventions. Retrieved from the Educational Resources Information Center (ERIC) on 15 August 2009.
Baker, J. A., Clark, T. P., Maier, K. S., & Viger, S. (2008). The differential influence of instructional context on the academic engagement of students with behavior problems. Teaching and Teacher Education, 24(7), 1876-1883.
Berliner, D. (1984). Research and teacher effectiveness. Retrieved from the Educational Resources Information Center (ERIC) on 15 August 2009.
Brophy, J. (1983). Classroom organization and management. The Elementary School Journal, 83(4), 265-285.
Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 3-15). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
Brown, W. H., Odom, S. L., Li, S., & Zercher, C. (1999). Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion. The Journal of Special Education, 33(3), 138-153.
Bulgren, J. A., & Carta, J. J. (1992). Examining the instructional contexts of students with learning disabilities. The Council for Exceptional Children, 59(3), 182-191.
Chalk, K., & Bizo, L. A. (2004). Specific praise improves on-task behavior and numeracy enjoyment: A study of year of pupils engaged in the numeracy hour. Educational Psychology in Practice, 20(4), 335-351.
Çifci, İ., Yıkmış, A., & Akbaba Altun, S. (2001). Kaynaştırma sınıflarında çalışan öğretmenlerin kaynaştırılmış öğrencilere yönelik pekiştireç kullanma durumlarının belirlenmesi. In XI. National Special Education Conference (pp. 217-229). Konya: Eğitim Kitapevi Yayınları.
Daniels, V. I. (1998). How to manage disruptive behavior in inclusive classrooms. Teaching Exceptional Children, 30(4), 26-31.
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of education. Educational Psychologist, 36(2), 103-112.
Evertson, C. M. (1989). Improving elementary classroom management: A school based training program for beginning the year. Journal of Educational Research, 83(2), 82-90.
Evertson, C. M., Emmer, E. T., Sanford, J. P., & Clements, B. S. (1983). Improving classroom management: An experiment in elementary school classrooms. The Elementary School Journal, 84(2), 173-188.
Ferguson, E., & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter's Assertive Discipline. Educational Studies, 18(1), 83-94.
Greenwood, C. R., & Carta, J. J. (1987). An ecobehavioral interaction analysis of instruction within special education. Focus on Exceptional Children, 19(9), 1-12.
Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review, 31(3), 328-349.
Gresham, F. M. (1998). Social skills training: should we raze, remodel, or rebuild? Behavioral Disorders, 24(1), 19-25.
Gresham, F. M. (2001). Social skills instruction for exceptional children. Theory into Practice, 22(2), 129-133.
Guner-Yıldız, N., & Sazak-Pınar, E. (2012). Examining teachers' behavior related to students with special needs in inclusive classrooms. International Online Journal of Educational Sciences, 4(2), 475-488.
Hines, R. A. (2001). Inclusion in middle schools. Retrieved from the Educational Resources Information Center (ERIC) on 15 August 2009.
Jordan, A., Schwartz, E., & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542.
Landrum, T. J., & Kauffman, J. M. (2006). Behavioral approaches to classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum.
McClean, W. A. (2007). An investigation into the need for effective leadership mechanisms in the management of a successful inclusive programme in the primary school system. Retrieved from http://www.eric.ed.gov
McIntosh, R., Vaughn, S., Schumm, J. S., Haager, D., & Lee, O. (1993). Observations of students with learning disabilities in general education classrooms. Exceptional Children, 60(3), 249-261.
Mitchem, K., & Benyo, J. (2000). A class wide peer-assisted self-management program all teachers can use: Adaptations and implications for rural educators. Retrieved from the Educational Resources Information Center (ERIC) on 15 August 2009.
Munk, D. D., & Repp, A. C. (1994). The relationship between instructional variables and problem behavior: A review. The Council for Exceptional Children, 60(5), 390-401.
Niesyn, M. E. (2009). Strategies for success: Evidence- based instructional practices for students with emotional and behavioral disorders. Preventing School Failure, 53(4), 233.
Odom, S. L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20, 20-27.
Partin, T. C. M. (2010). An analysis of teachers' use of praise and reprimands in relation to student behavior (Doctoral dissertation, Vanderbilt University, Nashville, Tennessee). Retrieved from http://etd.library.vanderbilt.edu
Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958-1995: A research synthesis. Exceptional Children, 63(1), 59-74.
Skrtic, T. M. (1980). The regular classroom interactions of learning disabled adolescents and their teachers. Retrieved from http://www.eric.ed.gov
Sucuoglu, B., Akalın, S., Sazak-Pınar, E., & Guner, N. (2008, November). Assessing classroom management of the inclusive classrooms. Paper presented at the Teacher Education and Special Education in Changing Times: Personnel Preparation and Classroom Intervention, TED Conference, Dallas, USA.
Sucuoglu, B., Demirtaşlı, N., & Guner, N. (2009). Kaynaştırma sınıflarında çalışan sınıf öğretmenlerinin önleyici sınıf yönetimi bilgi ve becerilerinin değerlendirilmesi (2008-2009). Proje No: 108K-183.
Sutherland, K. S. (2000). Promoting positive interactions between teachers and students with emotional/behavioral disorders. Preventing School Failure, 44(3), 110-120.
Swinson, J., & Harrop, A. (2001). The differential effects of teacher approval and disapproval in junior and infant classrooms. Educational Psychology in Practice, 17(2), 157-167.
Uysal, A. (2004). Kaynaştırma uygulaması yapan öğretmenlerin kaynaştırmaya ilişkin görüşleri. A. Konrot (Ed.), 13. Ulusal Özel Eğitim Kongresi Bildirileri, Özel Eğitimden Yansımalar (pp. 121-135). Ankara: Kök Yayıncılık.
Wallace, T., Anderson, A. R., Bartholomay, T., & Hupp, S. (2002). An ecobehavioral examination of high school classrooms that include students with disabilities. The Council for Exceptional Children, 68(3), 345-359.

APA	GÜNER YILDIZ N (2015). Teacher and Student Behaviors in Inclusive Classrooms. , 177 - 184.
Chicago	GÜNER YILDIZ NEVİN Teacher and Student Behaviors in Inclusive Classrooms. (2015): 177 - 184.
MLA	GÜNER YILDIZ NEVİN Teacher and Student Behaviors in Inclusive Classrooms. , 2015, ss.177 - 184.
AMA	GÜNER YILDIZ N Teacher and Student Behaviors in Inclusive Classrooms. . 2015; 177 - 184.
Vancouver	GÜNER YILDIZ N Teacher and Student Behaviors in Inclusive Classrooms. . 2015; 177 - 184.
IEEE	GÜNER YILDIZ N "Teacher and Student Behaviors in Inclusive Classrooms." , ss.177 - 184, 2015.
ISNAD	GÜNER YILDIZ, NEVİN. "Teacher and Student Behaviors in Inclusive Classrooms". (2015), 177-184.

APA	GÜNER YILDIZ N (2015). Teacher and Student Behaviors in Inclusive Classrooms. Kuram ve Uygulamada Eğitim Bilimleri, 15(1), 177 - 184.
Chicago	GÜNER YILDIZ NEVİN Teacher and Student Behaviors in Inclusive Classrooms. Kuram ve Uygulamada Eğitim Bilimleri 15, no.1 (2015): 177 - 184.
MLA	GÜNER YILDIZ NEVİN Teacher and Student Behaviors in Inclusive Classrooms. Kuram ve Uygulamada Eğitim Bilimleri, vol.15, no.1, 2015, ss.177 - 184.
AMA	GÜNER YILDIZ N Teacher and Student Behaviors in Inclusive Classrooms. Kuram ve Uygulamada Eğitim Bilimleri. 2015; 15(1): 177 - 184.
Vancouver	GÜNER YILDIZ N Teacher and Student Behaviors in Inclusive Classrooms. Kuram ve Uygulamada Eğitim Bilimleri. 2015; 15(1): 177 - 184.
IEEE	GÜNER YILDIZ N "Teacher and Student Behaviors in Inclusive Classrooms." Kuram ve Uygulamada Eğitim Bilimleri, 15, ss.177 - 184, 2015.
ISNAD	GÜNER YILDIZ, NEVİN. "Teacher and Student Behaviors in Inclusive Classrooms". Kuram ve Uygulamada Eğitim Bilimleri 15/1 (2015), 177-184.