The Importance Of Behavior In Special Education

Situation Analysis

Special educators are exposed to the full range of behavior challenges, often with extreme cases. Definitely, understanding the complexity of human behavior is a challenge. There is no single reason for people to act thoughtfully, carelessly, meanly and aggressively. According to Biligan (2010), the teacher may not be able to explain everything to the minutest detail but he is expected to devise ways and means of addressing children behaviors. In relation to this, children’s behavior is one of the many concerns of teachers especially special education teachers who are teaching children with special needs. According to Guez, et. al.(2000),behavior is defined as the way an individual acts towards people, society or objects.

Sometimes such behavior causes irritation to the teacher teaching a large class with varying abilities. Behavior of certain children may disrupt the normal operation of the classroom or school for a time. However, teachers may also have to deal with behavior which challenges their ability to provide an education for a child. According to Irish National Teachers’ Organization(2004), teachers increasingly find themselves challenged by behavior associated with a disability, or where the children’s social norms are different to that of the

They also function both as a teacher and tutor as well as consulting teacher to the regular teacher in planning and implementing appropriate strategies for the maximum participation of the children with special needs in the regular class ( Inciong et.al 2007) . Aside from the above mentioned responsibilities of Special education teachers, Gertz (2000) said that dealing with disruptive and uncooperative acts, such as destroying objects, physical aggression and unauthorized departure from the classroom is just some of the most difficult responsibilities of teachers in special education programs .In addition, Stair (2013) said disruptive behavior can negatively affect the learning environment for faculty and students. Faculty often feel at a loss when forced to cope with students exhibiting troubling and/or inappropriate behavior and can contribute to faculty stress, discontent, and eventual burnout. Furthermore Kaiser & Raminsky (2007), citing Reynaud’s study, tells that special education and general education teachers identify challenging behavior as one of the primary sources of stress and as a critical factor that influences decisions to leave the teaching profession. And to think that Special education