Inclusive Instruction for Students With Emotional Disturbance: A Survey Study

• In Event: 34.090 - Instruction, Interventions, and Collaboration: Improving Outcomes for Students With Emotional Disturbance

Abstract

A survey was created to obtain information on teacher knowledge, use, and effectiveness of recommended practices for inclusive instruction for students with Emotional Disturbance. One practice based on a neuromyth (e.g., learning styles based instruction) was included to investigate teacher perceptions relative to recommended practices. Internal consistency for knowledge, use, and effectiveness items was strong. Statistically significant differences between special and general educators were found for less than half of knowledge and use items, with greater variability in reported use. Few statistically significant differences were found on effectiveness items. In addition, special and general educators reported similarly high levels of knowledge, use, and effectiveness for learning styles based instruction. Implications for teacher training and areas for future research are discussed.

Authors

• John William McKenna, University of Massachusetts - Lowell

• Emily Bergman, University of Massachusetts Lowell

• Xiaoxia A. Newton, University of North Carolina Charlotte