Abstract
It is known that regular schoolteachers have difficulties in educating students with social, emotional and behavioral difficulties (SEBD), mainly because of their disruptive behavior. In order to manage the disruptive behavior of students with SEBD many advices and strategies are provided in educational literature. However, very little is known about teachers′ strategies in daily practice to enhance the social participation of these students. The current study aims at revealing what teachers do to improve the social participation of students with SEBD in regular class via expert panel meetings. The data from the expert panels were half‐open coded with two codebooks. The results indicate that teachers use many different strategies. However, not all strategies were directly aimed at improving the social participation. Teachers also aimed at preconditions like parental contact.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
