ERIC Number: EJ1453134
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2331-186X
Is Full Inclusion Lessening Self-Contained Teachers' Feeling of Personal Accomplishment?
Justin D. Garwood; Nelson C. Brunsting; John W. McKenna
Cogent Education, v11 n1 Article 2387512 2024
Burnout is a significant challenge for special educators' wellbeing, as they report higher levels of stress than general educators. Rates of burnout are highest among special educators serving youth with emotional and behavioral disorders (EBD). At a time when nearly half of all students with EBD are spending more than 20% of their school day outside of the general education classroom--and when special education researchers continue to support the need for self-contained settings for students with EBD--it is necessary to explore if and to what extent the movement toward full inclusion is having an impact on self-contained EBD classroom teachers. A focus group with three special educators provided unique insights regarding advantages and disadvantages of working in self-contained settings, as well as the extent to which working in a self-contained setting during an era of full inclusion is having deleterious effects on teachers' feelings of personal accomplishment. Implications for research and practice are provided.
Descriptors: Elementary School Teachers, Secondary School Teachers, Special Education Teachers, Inclusion, Students with Disabilities, Emotional Disturbances, Behavior Disorders, Special Education, Special Classes, Self Concept, Professional Recognition, Teacher Morale, Teacher Burnout
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324B200002