Date of Award
2021
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this qualitative study was to compare perceptions of preparedness to teach students with emotional disabilities (ED) between teachers with a mild intervention license and teachers with an ED license. The study examined the perceptions of five teachers with a mild intervention license and five teachers with an ED license as derived through one on one personal interviews. A qualitative transcendental phenomenology methodology was chosen for the study to capture the lived experiences of the participants through the authentic interview process. Major findings were that teachers with a mild intervention license did not perceive themselves to be prepared in behavior management, environmental supports, or social skills. Teachers with an ED license felt more prepared in behavior management and environmental supports. Both groups of teacher candidates revealed structural themes of lonely and only, empathy and relationships, and deflection and perseverance. The teachers with a mild intervention license revealed a fourth structural theme which was trial and error. In contrast, the teachers with an ED license revealed a fourth different structural theme of experience and exposure. The essence of the lived experience of teaching students with ED revealed that a larger body of knowledge in all the critical element areas would benefit teachers preparing to teach students with ED.
Recommended Citation
Eaton, Patricia Dawn, "Preparation For Teaching Students With Emotional Disabilities: A Comparison Of Perceptions Of Teachers With A Mild Intervention License And Teachers With An Emotional Disabilities License" (2021). All-Inclusive List of Electronic Theses and Dissertations. 2033.
https://scholars.indianastate.edu/etds/2033