Introduction

Brock, Stephen E.; Jimerson, Shane R.; Hansen, Robin

doi:10.1007/978-1-4419-0501-7_1

Cited by 2 publications

(1 citation statement)

References 12 publications

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“…The Individuals with Disabilities Education Act (IDEA) provides guidelines for 13 disability categories, ranging from blindness to autism (Holler and Zirkel 2008). Although IDEA does not clearly delineate a “behavior disorders” category, children with behavior problems such as ADHD are eligible and often receive services under the Emotional Disturbance (ED), Special Learning Disabilities (SLD), or Other Health Impairments (OHI) categories (Brock, Jimerson and Hansen 2009; Robb et al 2011; Rock, Jimerson, and Hansen 1997). Children whose behavior meets the criteria for these conditions are considered eligible for individualized education plans (IEPs) that are designed to best provide them an appropriate education while hopefully limiting the amount of classroom disruption (Hinshaw and Scheffler 2014).…”

Section: Background Literaturementioning

confidence: 99%

Controlling Defiance: An Examination of School Social Control in California School Districts

Ramey

Freelin

2022

Sociological Perspectives

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U.S. schools suspend 2.5 million children each school year. Although states mandate suspensions for serious offenses, most students are suspended for minor transgressions, such as “willful defiance” of authority. Moreover, districts suspend students of color for minor issues at higher rates than White children. In response, California banned suspension for “willful defiance” in elementary schools statewide in 2015 and larger districts eliminated the practice for all grades throughout the 2010s. In this article, we use California Department of Education (CDE) data from 2011 to 2018 to determine: (1) whether banning suspension for willful defiance changes school district suspension rates; (2) whether these bans are associated with changes in special education enrollment; and (3) how these relationships differ by the race/ethnicity of the student.

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Section: Background Literaturementioning

confidence: 99%

Controlling Defiance: An Examination of School Social Control in California School Districts

Ramey

Freelin

2022

Sociological Perspectives

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Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD

Krtek

Maliňáková

Krtkova

et al. 2022

International Journal of Qualitative Studies on Health and Well

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A growing body of research has been focusing recently on the life and well-being of students with attention-deficit/hyperactivity disorder (ADHD) and also on the well-being of their teachers. However, there is a need for in-depth, qualitative insights into ADHD issues from the teachers’ perspectives. Therefore, the main aim of this qualitative study was to use thematic analysis to explore how teachers perceive the relationship with students with ADHD and the factors that influence the quality of this relationship. Sixteen teachers working with adolescent ADHD students were interviewed for this purpose. The results indicate that the quality of the teacher-ADHD student relationship is associated with the ADHD students related behaviours, ambivalent emotions of the teacher, the teacher’s beliefs about ADHD and the beliefs about the determinants of the behaviour of the students with ADHD and the teacher’s approaches and methods of work in the classroom. Furthermore, the results suggest that increasing the quality of the teachers’ well-being is associated with knowledge of ADHD determinants, regulation of ambivalent emotions, empathy, teachers’ ability to perceive positive qualities and the potentials of the students with ADHD and their motivation to teach ADHD students.

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Introduction

Cited by 2 publications

References 12 publications

Controlling Defiance: An Examination of School Social Control in California School Districts

Controlling Defiance: An Examination of School Social Control in California School Districts

Ambivalent bonds, positive and negative emotions, and expectations in teachers’ perceptions of relationship with their students with ADHD

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