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Behaviors of Concern to Special Education Teachers in Their Classroom: Class Characteristics and Class Composition Predictors
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(1) Universitas Sultan Ageng Tirtayasa
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Abstract
The purpose of this study was to find out the behaviors of students with special needs that were a concern for special school teachers in the classroom and how much help teachers needed to overcome these behavioral concerns. A total of twenty-nine special school teachers have participated by completing a questionnaire about the level of concern and support needed about students’ behaviors in the classroom. Data were analyzed using SPSS. The results show that teachers are concerned most about distractibility and need much support in dealing with distractibility. Special school teachers could place students with the same kind of disabilities in the same class to minimize concerning behaviors and support needs. If teachers or students in special schools are limited, teachers can teach mixed-level classes. However, the classroom still consists of the same kind of disabled students.
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References
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