Assignment 2

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Concordia University Chicago *

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Arts Humanities

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Dec 6, 2023

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docx

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Assignment 2: Research Design M. Kemet Jones Concordia University Chicago Dr. Ann Frkovich September 17, 2023

Rationale In my experience, a problem that exists is the challenging behaviors or behavior difficulties among special education students and how these behaviors are managed in general education classrooms. The challenging behaviors of special education students are no longer the sole responsibility of special education teachers as these students are included in the general education setting to receive their instruction. However, these behaviors are often managed primarily by the special education department. It is the special education teacher that is called away from their duties to deal with the behaviors. This is somewhat understandable as these behaviors can “compromise the ability of teachers to educate students due to their incompatibility with engagement and academic oriented behavior… problem behavior can interfere with instructional activities,” (Chitiyo, 2020, p.63). Additionally, students with challenging behavior are often the most difficult population to work with in schools, dues to noncompliance and/or aggressive, extreme disrespectful behavior,” (Sutherland & Signh, 2004, as cited in Beam and Mueller, 2017, p. 1). Understanding how special education teachers perceive and comprehend their experiences with education and educative processes can provide insight into the training and ability to effectively manage these behaviors. Quinn (2017) examined the perspectives of teachers regarding classroom management, focusing on teachers’ confidence levels and the strategies they use to manage their classrooms. She found that while some teachers reported feeling confident and effective in classroom management, others expressed a lack of confidence, particularly in handling challenging behavior. All teachers play a pivotal role in shaping the educational outcomes and experiences of students with diverse learning needs. Examining their perspectives can provide valuable insights into the educational landscape's inclusivity and effectiveness. Special education teachers' perceptions can also

influence their attitudes and behaviors towards students. Understanding these perceptions can contribute to fostering positive teacher-student relationships, which are essential for effective learning and development. When teachers are proactive and responsive to the needs of students suffering from traumatic stress and make small changes in the classroom that foster a feeling of safety, it makes a huge difference in their ability to learn (Minahan, 2019). This research can inform teacher training programs. It can help teacher educators tailor their training methods to better prepare teachers for working with special education students, addressing specific challenges and needs. Beam and Mueller (2017) found that special education teachers felt more prepared, confident, and comfortable than the general education teachers to work with students with challenging behaviors. However, nearly one quarter of these participants did not have or did not know if they had the appropriate state licensure to work with students who have challenging behaviors, even though 83% of the special education respondents reported having students with challenging behaviors in the classroom. Additionally, most of the general education teachers in the study did not have licensure to teach students with challenging behaviors, while 70% of the general education respondents reported having students with challenging behaviors in the classroom. Flower, et al. (2017, p.166), found that special education teacher certification programs were most likely to address behavior and classroom management content through their coursework and related experiences. College/university special education teacher certification programs cover the most behavior and classroom management content, followed by alternative certification programs in special education. This finding was disappointing given that teachers in both general and special education settings encounter behaviors that disrupt student learning (Conroy et al., 2008; McKenna et al., 2015 as cited in Flower, et al., 2017, p.167). Without preparation, teachers may feel unprepared to prevent,

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