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Educational Supports for Students with Disabilities and Significant Behavioural Challenges: Teacher Perceptions

Published online by Cambridge University Press:  26 February 2016

Jerry Ford
Jerry Ford*
Affiliation:
Flinders University, Adelaide, Australia
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Abstract

This study examined teacher perceptions of educational supports for students with disabilities and significant behavioural problems. Specifically, the study sought to (a) identify the types of behavioural problems displayed by students identified as exhibiting significantly challenging behaviour; (b) ascertain the types of supports and resources available to teachers to support students with challenging behaviours; and (c) elicit recommendations from teachers for how best to provide support for students with disabilities and significant behavioural challenges. Findings from the study indicated that the teachers were routinely being exposed to students who exhibited relatively high levels of significantly challenging behaviour. Teachers reported that they did not feel sufficiently prepared or supported to work successfully with such students and expressed the need for comprehensive, regular, and ongoing professional development activities that were aligned with their needs and those of their students. Despite the challenges encountered, the teachers expressed a strong commitment to assisting students with significant behavioural problems to achieve positive outcomes.

Type
Articles
Information
Australasian Journal of Special Education , Volume 31 , Issue 2 , September 2007 , pp. 109 - 127
Copyright
Copyright © The Australian Association of Special Education 2007

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