Primary School Teachers' Approach to Problem Behaviour in Inclusive Classrooms in Turkey.
Managing challenging behaviour is a prominent issue in inclusive educational settings, particularly for teachers working with diverse student populations. Without early identification and intervention, these behaviours can increase in both severity and frequency, potentially impeding educational out...
| Publicado en: | International Journal of Disability, Development & Education Vol. 73; no. 1; pp. 70 - 86 |
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| Autores principales: | , , |
| Formato: | research Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jan2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Managing challenging behaviour is a prominent issue in inclusive educational settings, particularly for teachers working with diverse student populations. Without early identification and intervention, these behaviours can increase in both severity and frequency, potentially impeding educational outcomes. It is therefore paramount to gain a deeper understanding of teachers' perspectives and strategies concerning these behaviours to guide effective prevention and intervention efforts. In this context, our qualitative study explored primary school teachers' perceptions and management of challenging behaviours within inclusive classrooms in Turkey. We employed thematic analysis to investigate teachers' approaches and responses to such behaviours. The findings reveal that the teachers have limited knowledge and expertise in managing problem behaviour. Future implications for practice and policy are discussed. |
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