Students with Emotional and Behavioral Problems in Inclusive Classes: A Critical Incident Analysis

Autor/inn/en	Weiss, Sabine; Muckenthaler, Magdalena; Kiel, Ewald
Titel	Students with Emotional and Behavioral Problems in Inclusive Classes: A Critical Incident Analysis
Quelle	In: Journal of Emotional and Behavioral Disorders, 29 (2021) 4, S.213-225 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426620967286
Schlagwörter	Foreign Countries; Emotional Problems; Behavior Problems; Secondary School Students; Student Behavior; Inclusion; Aggression; Student Attitudes; Group Dynamics; Classroom Environment; Secondary School Teachers; Teacher Behavior; Teacher Competencies; Germany + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Student behaviour; Schülerverhalten; Inklusion; Gruppendynamik; Klassenklima; Unterrichtsklima; Teacher behaviour; Lehrerverhalten; Lehrkunst; Deutschland
Abstract	In this study, critical situations relating to students with emotional and behavioral problems in inclusive German secondary schools were analyzed. The objective was to identify behaviors and behavioral patterns that impede or even terminate the inclusive education of students with emotional and behavioral disorders. Critical situations, their antecedent conditions, and consequences were collected using Flanagan's critical incident technique in group discussions with teachers (N = 77). The situations were categorized using qualitative content analysis. Students' behaviors in the critical incidents were disruptive behaviors, displays of aggression toward classmates, and behaviors perceived as unusual. A distinctive category involved situations on students enjoying special treatment because more favorable conditions for examinations were provided and misbehaviors were handled in lenient ways. This elicited feelings of unfair advantage from other students and had an adverse impact on class dynamics. A strong influential factor was parents prohibiting disclosure of information about their children's disorder(s). Therefore, measures especially on class level are expedient, such as sensitizing processes making students understand that misbehavior and disorders lead to disadvantages and that special treatment is to compensate for these disadvantages. Moreover, individual agreements between schools and parents may be arrived at to negotiate the modalities of an information disclosure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01