An exploration of teachers' current perceptions of children with emotional and behavioural difficulties

Abstract

Difficulties exist in identifying and providing services for children with social, emotional and behavioural difficulties (SEBD). As teacher referral is an essential link in service delivery this study investigated teachers' current perceptions of SEBD by examining characteristics of children nominated by their teachers as having SEBD. While the majority of children were nominated for externalizing behaviours, teachers rated girls as having more severe externalizing difficulties than boys. In contrast, there was no significant difference between teachers' internalizing ratings of boys and girls, despite the fact that girls reported more severe depressive symptomatology. Moreover, teachers rated gender-contrary behaviours more severely than gender-consistent behaviours. Consistent with achievement results, teachers rated the majority of children as having moderate to severe academic difficulties. Little agreement was found between characteristics reported by teachers and children. Implications are discussed within the context of the school psychologist's role in working with teachers to increase awareness of the profile of these children.

The role of experience in teachers’ social representation of students with autism spectrum diagnosis (Asperger)

“…Batten, 2005). The stress and anxiety levels of students with AS in inclusive classroom can go unnoticed by educators but are more obvious in the home context (Cooper, 2011;Soles et al, 2008). However, this interpretation is not in accordance with the idea of inclusion where the importance of meeting the needs of all students, ensuring quality education and maximizing student participation is underscored (UNESCO, 1994).…”

“…Here again, private experiences, such as with a family member with a disability, does not necessarily generate positive views on inclusion (Bradshaw & Mundia, 2005). Hence, the experience teachers bring to the classroom from their private lives are important to bring into light since their consequences on inclusive education are not obvious to school administrators (Cooper, 2011;Soles, Bloom, Heath, & Karagiannakis, 2008). To our knowledge, no study to date has examined teachers' SR of students with AS where both school and private experience has been included.…”

The Differential Role of Classroom Working Alliance in Predicting School-Related Outcomes for Students With and Without High-Incidence Disabilities

“…poor academic performance (Lane, Carter, Pierson, & Glaeser, 2006;Soles, Bloom, Heath, & Karagiannakis, 2008;Steinberg & Knitzer, 1990;Whitley, Rawana, Brownlee, & Rawana, 2010). Research indicates that the presence of a disability may also be related to long-term negative outcomes such as high school dropout, underemployment, juvenile delinquency, mental health issues, and general feelings of dissatisfaction with their lives (Bryan, 2005;Deshler, 2005;Kemp, 2006;National High School Center, 2007;Reschley & Christenson, 2006).…”

To include or not to include : Teachers’ social representations of inclusion of students with Asperger syndrome

“…Experience appears to be shaped by their view of AS through contact with peers and students (Cooper, 2011;Soles et al, 2008); this contact might provide teachers with strategies and self-confidence. Another aspect is that private experience has generated negative experiences more obvious in the home setting and results in cautiousness among these teachers.…”