Perception of what works for teachers of students with EBD in mainstream and special schools in Hong Kong

Perception of what works for teachers of students with EBD in mainstream and special schools in Hong Kong

• Chong, Suk Ching Stella The Hong Kong Institute of Education
• Ng, Ka Wai Kitty The Hong Kong Institute of Education

Emotional and Behavioural Difficulties, 16(2), 173-188, 2011

Routledge

2011

• E Special Education
  • ED Education for Students with Behavioural Problem

Teaching Strategies Challenging Behaviors Maladjusted Children School Disaffection Emotional and Behavioral Difficulties

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This study focuses on teachers’ perception of what works for them in managing students with emotional and behavioral difficulties (EBD). The main purpose is to compare the current findings in mainstream schools with the study that was conducted in special schools in 2006–2007 to see if there are any discrepancies of approaches implemented by teachers. This recent study was carried out in 11 mainstream schools involving 102 teachers. It is compared to the seven special schools with 89 teachers. Focus group interviews with the same open-ended questions were adopted for both studies. Findings indicated that the majority of the strategies perceived by both groups of teachers as helpful were very similar, and they can be classified under eight major categories. In collating all the approaches deemed supportive in working with EBD students, a holistic conceptual framework is delineated to address the complexities of managing emotional and behavioral disturbances.
[Copyright © 2011 SEBDA.]

• English

Journal Articles

• 13632752

https://bibliography.lib.eduhk.hk/en/bibs/db9e6d8e

2015-11-05