Abstract
This study aimed to identify the coping experiences and psychological experiences of special education teachers regarding the aggressive behavior of students with developmental disabilities, as well as the support needs required to mediate such behaviors. A survey was conducted with 310 special education teachers from special schools. The survey results were as follows. First, there was a statistically significant difference between the support needs and the special education teachers’ responses to each type of aggressive behavior they experienced. Applying the Locus for Focus model to identify aggressive behaviors that require top priority support, nine types of self-harm and physical aggression were selected as requiring the highest priority support. The burden of managing aggressive behavior was found to be the greatest, followed by psychological exhaustion, anxiety, and tension. Lastly, an analysis of the support needs for mediating aggressive behavior in students with developmental disabilities revealed that teachers emphasized the necessity of establishing a cooperative support system. Based on these findings, there were demands for administrative support, psychological counseling, and emotional support; furthermore, the importance of individualized interventions for challenging behaviors of students with developmental disabilities and the necessity of applying an ecological-based wraparound model were also shown to be a necessity. Related follow-up research was also suggested.
Published Version
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