Masters Theses

Date of Award

8-1999

Degree Type

Thesis

Degree Name

Master of Science

Major

Education

Major Professor

Michael Hannum

Committee Members

Sherry Bell, Robert Kronick

Abstract

Emotionally disturbed students present a unique challenge to regular education teachers. They are usually at-risk for dropping out of school.Keeping these students in school is important, yet difficult. Federal law requires educating special education students in the least restrictive environment possible, yet many of them are placed in alternate settings.The success or failure of emotionally disturbed students in the regular classroom is generally dependent on whether or not the regular education teacher is willing to apply the interventions necessary to help these students succeed. The means and standard deviations of the interventions were calculated to identify which interventions teachers were more likely to apply. Three factors of the teachers, level of education, grade level taught and years of teaching experience were then investigated to determine if there was a relationship between those factors and a teacher’s willingness to apply interventions. Three ANOVAs and three MANOVAs were used to interpret the data. No significant relationship was found. A teacher's willingness to apply interventions seems to be related to the amount of time that intervention requires.

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