Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders

Abstract

Special education teachers’ skills with classroom organization and behavior management affect the emergence and persistence of behavior problems as well as the success of inclusive practice for students with emotional and behavioral disorders (EBD). Adequate special education teacher preparation and strong classroom organization and behavior management skills are critical for teachers of students with EBD. Little research has been conducted to determine the extent to which special education teacher preparation programs provide teachers with adequate instruction on classroom organization and behavior management techniques. Course syllabi from 26 special education teacher preparation programs were reviewed. Results indicate a highly variable emphasis on classroom organization and management between programs. Programs tended to emphasize reactive procedures. Only 27% (n = 7) of the university programs had an entire course devoted to classroom management. The remaining 73% (n = 19) of university programs had content related to behavior management dispersed within various courses. Limitations and implications for special education teacher preparation and inclusive practices are discussed.

Implementation of classroom management by English teachers at high schools in Jambi, Indonesia

“…Because classroom management is an important feature of curriculum, research on the implementation of classroom management has attracted many scholars to conduct research in that area (Clunies-Ross et al, 2008;Kennedy & Thomas, 2012;Oliver & Reschly, 2010). Classroom management is defined as the actions teachers take those results in an environment that is supportive and provides for both academic and socialemotional learning (Evertson & Weinstein, 2006;Oliver & Reschly, 2010).…”

“…Classroom management is defined as the actions teachers take those results in an environment that is supportive and provides for both academic and socialemotional learning (Evertson & Weinstein, 2006;Oliver & Reschly, 2010). The inclusion of classroom management within the roles required of teachers has been and will continue to be vitally important although instruction in classroom management has been identified as a core part of teacher preparation in a curriculum policy.…”

“…Classroom management as one important feature of curriculum has attracted many scholars to conduct research in this area (Clunies-Ross et al, 2008;Kennedy & Thomas, 2012;Oliver & Reschly, 2010). In the Indonesian context, classroom management is included in the standards for processes and must be supervised and analyzed in order to see whether or not the process is on track in accordance with the curriculum (Kementerian Pendidikan, 2013).…”

The Use of Visual-based Simulated Environments in Teacher Preparation

“…1;2013 90 adopting practices typically used by special education teachers who serve groups of students with disabilities. While special education teacher preparation programs ensure instruction and practice in managing individual student behaviors, such individualized and intensive instruction is infrequent in general education teacher preparation programs (Oliver & Reschly, 2010). Given the rate of inclusion of all students with disabilities and the pressures of accountability measures, it would follow that general educators may benefit from instruction in individual behavior management strategies like differential reinforcement of incompatible behavior (DRI).…”

Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice

“…Whilst strong classroom organization and behaviour management skills are critical for education, using methods that produce and increase constructive interactions will result in more successful classroom environments for both teachers and students (Oliver & Reschly, 2010). Effective classroom management strategies are designed to create positive learning environments by building in positive supports that prevent challenging classroom behaviour prior to the implementation of more reactive behavioural approaches.…”