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 |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=190413002&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 190413002 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 1034912X 54Q jtl: International Journal of Disability, Development & Education issn: 1034912X maglogo: N pubinfo: dt: Jan2026 vid: 73 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 190413002 180193877 190413002 190413002 10.1080/1034912X.2024.2411287 190413002 ppf: 70 ppct: 16 formats: tig: atl: Primary School Teachers' Approach to Problem Behaviour in Inclusive Classrooms in Turkey. aug: au: Karal, Muhammed A. Tan, Sema Unluol Unal, Neslihan affil: Department of Special Education, Sinop University, Sinop, Türkiye sug: subj: School Health Services Schools, Elementary Teachers Psychosocial Factors Child Behavior Disorders Therapy Child Behavior Disorders Prevention and Control Learning Environment Turkiye Faculty Attitudes Human Male Female Adult Middle Age Turkiye Qualitative Studies Purposive Sample Convenience Sample Open-Ended Questionnaires Semi-Structured Interview Focus Groups Construct Validity Thematic Analysis Descriptive Statistics Comparative Studies Data Analysis Software Students, Elementary Health Policy Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: 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. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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