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John L. Dart Library
Closed for Maintenance
Phone: (843) 722-7550
West Ashley Library
9 a.m. - 5 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 2 p.m.
*open the 2nd and 4th Saturday
*open the 2nd and 4th Saturday
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
9 a.m. - 5 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 5 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 5 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 5 p.m.
Phone: (843) 849-6161
McClellanville Library
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Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. - 5 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. - 5 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. - 5 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
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Phone: (843) 869-2355
Dorchester Road Library
9 a.m. - 5 p.m.
Phone: (843) 552-6466
Baxter-Patrick James Island
9 a.m. - 5 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. - 5 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. - 5 p.m.
Phone: (843) 805-6892
Mobile Library
Closed
Phone: (843) 805-6909
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Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice.
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- Author(s): McKenna, John William; Newton, Xiaoxia; Brigham, Frederick; Garwood, Justin
- Source:
Journal of Emotional & Behavioral Disorders. Mar2022, Vol. 30 Issue 1, p29-43. 15p. - Source:
- Additional Information
- Subject Terms: SCHOOL environment; PROFESSIONAL practice; SPECIAL education; TEACHING methods; PROFESSIONS; ANALYSIS of variance; SOCIAL support; SELF-evaluation; RESEARCH methodology; MULTIVARIATE analysis; COLLEGE teacher attitudes; MANN Whitney U Test; MAINSTREAMING in special education; AFFECTIVE disorders; STUDENTS; FACTOR analysis
- Subject Terms:
- Abstract: A survey was developed to obtain information on practitioner self-reported knowledge, use, and perceived effectiveness of classroom-based practices for the inclusive instruction of students with emotional disturbance (ED). This study reports descriptive results for a sample of general and special education teachers from the northeastern United States who provided inclusive instruction and/or support to at least one student with ED in a general education classroom in the past year. Mann–Whitney and MANOVA tests were employed to determine differences between teacher populations for individual practices and four clusters of practices identified in an exploratory factor analysis (EFA): Behavioral Supports, Differentiation, Classroom Management, and Instructional Practices. Findings suggest that special educators serve an important role in efforts to provide instruction that focuses on inclusion rather than merely integration. Implications for practice, study limitations, and areas for future research are discussed. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Emotional & Behavioral Disorders is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Subject Terms:
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