Experiences of Special Education Teachers in Dealing with Behavioral Problems Presented by Students with Disabilities

Abstract

The current study aimed to reveal the experiences of special education teachers in dealing with the behavioral problems presented by students with disabilities, by identifying the behavioral problems that appear among students with disabilities, the most important strategies used to confront these behaviors, and the extent to which special education teachers have the competence to prepare adjustment plans. the behavior. The researcher used the qualitative method, specifically the phenomenology. The study tool consisted of semi-structured interviews consisting of (13) questions directed to (15) male and female teachers of special education who work in special education centers and institutes. The data was analyzed using thematic analysis method. The result of the study showed that the most undesirable behaviors prevalent among students with disabilities in the classroom are: aggression, bullying, excessive activity and distraction, and that the actions that teachers implement to counter these behaviors are unorganized and random, as no formal behavior modification plans are applied for each student. And that most of the strategies that teachers use in facing behavioral problems are the strategies of applied behavior analysis, such as reinforcement, punishment and ignoring.