Behavior Management In Inclusive Classrooms

In Learning Disabilities and Challenging Behaviors, Nancy Mather gives examples of these widespread disabilities through case studies of children with special needs. She talks about a boy named Ryan who had “limited reading skills,  difficulty completing tasks and always complained about how much he hated school. Ryan often told the other students that he was dumb because he had to visit to the resource room everyday  for individualized instruction, but since the help has begun, he has improved his skills and gained confidence” (Mather, 3).  This example proves that and even individual with acute learning disabilities can be put into the mainstream classroom, as long as he was receiving outside, private instruction that is geared towards his own personal struggles. She introduces the reader to Danny, a boy who had poor motor skills and because of this he often tripped on the playground and could not tie his shoes. Mrs. Abram, his teacher, recognized his difficulty and tried to help him with his handwriting which was struggling, but her minimal efforts during class time made little improvement by the end of the year. This example shows how the inclusive classroom can fail a student whose teacher knows about his problems but is not necessarily trained or prepared to deal with his many demands. Mather also brings up Stephanie to prove the same point. Stephanie was a girl who “was shunned because she had problem making friends and did not interact well with her

Abstract In the scholarly article, Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments, Terrance M. Scott, Kristy Lee Park, Jessica Swain-Bradway and Eric Landers introduce the idea of positive behavior support in the general classroom setting. Scott et al. (2007) focused solely on the positive behavior support that

Sources cited must be relevant, comprehensive and current as to provide evidence that the study conducted was necessary (Burns & Grove, 2011). Walker cited both quantitative and qualitative studies to describe current knowledge of the problem and need for additional research. The literature was effective and relevant to the focus of the research study. The author used literature to build a logical argument in the introduction and complement the findings of the study in the discussion. Available studies were not evaluated nor were weaknesses indicated.

Why the Program Was Selected As an inclusion teacher, I am often tasked with growing students who have not achieved much success in the traditional classroom structure. Often times my students do not respond well to typical behavior management strategies. These students tend to be highly emotional and reactive in their responses to stimuli as opposed to working through those situations in a rational process.

What is positive behavioral support? Throughout the years education has taken many different directions, each direction presenting new positive and negative outcomes. One of the newest directions the school system has taken is the inclusion movement. As a result of the inclusion movement some other changes within the classroom have been made. This includes behavior management programs. This has led to the development of Positive Behavioral Support.

An Introduction to Classroom Management in Special Education. (n.d.). Retrieved February 02, 2016, from http://www.specialeducationguide.com/pre-k-12/behavior-and-classroom-management/

Quantitative Article Critique Yanique Desir South University Quantitative Article Critique The purpose of this paper is to critique a quantitative study and to present a critical analysis on its research findings. The paper will discuss the elements influencing believability and robustness of research, including writing style, research problem, literature review, conceptual framework, research question, hypothesis, study sample, methods, data analysis and results, and discussion of the relevance and future directions.

The discussion briefly describes the results, but it failed to restate the purpose of the study. It discusses the results with many new citations that had not been provided in the introduction. It discussed future research implications but not in great detail. One of the greater strengths of the discussion was that it discussed multiple implications for professionals to consider. Additionally, the limitations and strengths of the study were discussed in detail.

The appropriate institutional review boards approved this study; and Pinto (2009) supervised all portions of the analysis process (Pinto, 2009). The method of analysis was categorized into the following sections: recruitment, interview procedures, interview protocol, analytic strategy (Pinto, 2009).

When comparing this article to a good literature review, it successfully provides an adequate overview of previous research done and uses it to enhance the project at hand. When evaluating the quality and relevance of this article, Martins and Jensen do an admirable job communicating the purpose of research to the reader and organizing its literature review. The data from other studies is in chronological order and are structured from broader studies to more specific ones which is seen when the sources are cited. An analysis was provided after presenting the findings from previous studies and the authors were able to communicate how those studies influenced their own research. As a whole, the literature review was well organized by key ideas and topics that logically lead to the research Martins and Jensen were

Cory Fung Biol 045 11/14/16 Article Analysis An introduction to the study that provides an overview of the issues studied and discussed:

M. Smith and K. Smith state (2000) that the six teacher in their study felt that they were not prepared in college as preservice teachers to instruct in an inclusive classroom. This line of thinking was also discovered by Bruns and Mogharreban (2007) when they found that preservice teachers’ beleifs

After reviewing the nine articles, the authors identified To collect data, semi-structured interviews were conducted on eligible participants. The interviews were audio recorded and analyzed using a constant comparative method. The literature review was not clearly defined in the study, however the purpose statement was mentioned in more than one part in the study (Bhardwaj, Pickard, Carrick-Sen, & Brittain, 2012).

CHAPTER ONE INTRODUCTION 1.1 Introduction This chapter presents the background to the study, the study problem, the purpose of the study, specific objectives, research questions, research hypothesis, significance of the study, scope of the study, delimitations, limitations, assumptions, theoretical framework and finally conceptual framework developed from the reviewed literature.

Choosing a topic Choosing a topic is always the first step of any research process. The statement seems simple, but the chosen topic defines all other stages of the process. In order to choose a topic, one has first to identify a problem whose remedy or eradication calls for research. This