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School Social Work-Teacher Collaboration to Ensure Inclusive Education for EBD Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School Social Work-Teacher Collaboration to Ensure Inclusive Education for EBD Students./
作者:	Morrise, Treniece Jones.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	166 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Social work. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27740346
ISBN:	9781658426176

School Social Work-Teacher Collaboration to Ensure Inclusive Education for EBD Students.
Morrise, Treniece Jones.

School Social Work-Teacher Collaboration to Ensure Inclusive Education for EBD Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 166 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (D.S.W.)--Capella University, 2020.

This item must not be sold to any third party vendors.

Collaboration between social workers and teachers can support classroom equality and inclusiveness in learning institutions. Given the benefits of improving and changing attitudes in complicated settings, social workers are indispensable strategic advocates for an inclusive learning environment for children with emotional and behavioral challenges. However, there is limited research and understanding of the extent to which social workers can be used to promote inclusive learning for students with learning emotional and behavioral disorders (EBD's). To examine the extent to which collaboration between social workers and teachers can support an inclusive learning environment, the researcher developed a set of overarching questions. Specifically, the study examined what challenges teachers face with inclusive learning at the K-5 level, what resources are teachers asking for to overcome those challenges, and lastly what specific social work resources do elementary teachers need to educate EBD learners in an inclusive setting. In regard to research methodology, the researcher adopted a generic qualitative design that focused on the use of a transcendental approach to address the relevant themes identified for the study. Data collection was done through interviews and focus groups and analysis was done using NVivo 12 software. The study population consisted of 18 teachers, 6 social workers, and 6 administrators from the district's site approved elementary schools and were sampled through purposive sampling. First, the study found that social workers have a limited cooperation with teachers, and subsequently, had negative impacts on their ability to manage EBD students' behaviors. Secondly, the study established an increased level of psychological distress among teachers due to limited support from social workers that can help them to manage deviance among EBD. In addition, the study found capacity building, empowering teachers to handle classroom diversity, and enhancing collaboration between social workers and teachers as the main strategies to support an inclusive learning environment in classrooms. A major intent of this study is to ensure that an action plan is developed to address themes derived from the data collection process. This project is an action research study and the goal would be unaccomplished without an action plan addressing the problem. Based on these themes that were developed throughout the data collection process, the results were presented to the stakeholders by way of a 45 minute PowerPoint presentation session. During the session stakeholders shared their optimism and desire to continue enhancing the support that is needed for both students and professionals. In a collaborative effort to address the needs of teachers who educate students with EBD, stakeholders developed an action plan that supports school workers and teachers collaborating to ensure service delivery for all students. The action plan is carried out with the goal of improving the processes and methods employed in the field of social work and education to support EBD students.

ISBN: 9781658426176Subjects--Topical Terms:

644197
Social work.
Subjects--Index Terms:

Challenges teachers face with inclusive learning

School Social Work-Teacher Collaboration to Ensure Inclusive Education for EBD Students.
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