BEHAVIOR MANAGEMENT STRATEGIES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN INCLUSIVE NIGERIAN CLASSROOMS.

BEHAVIOR MANAGEMENT STRATEGIES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN INCLUSIVE NIGERIAN CLASSROOMS.

ABSTRACT

This research investigates effective behavior management strategies tailored to support students with Emotional and Behavioral Disorders (EBD) in inclusive classrooms within the Nigerian educational context. With an increasing recognition of the diverse needs of learners, addressing the unique challenges faced by students with EBD has become a critical aspect of inclusive education. However, Nigeria’s complex educational landscape, characterized by cultural diversity and varying levels of resources, necessitates a focused exploration of behavior management practices. A mixed-methods research design, incorporating surveys, interviews, and classroom observations, was employed to collect comprehensive data from a purposively selected sample of schools across diverse regions in Nigeria. This study examines the experiences of students with EBD, their parents, teachers, and school administrators, emphasizing the effectiveness of behavior management strategies in fostering academic progress and socio-emotional well-being. The findings underscore the significance of targeted behavior management strategies in creating a conducive learning environment for students with EBD. Positive outcomes include improved social interactions, enhanced self-regulation skills, and increased academic engagement. Key components of successful behavior management include proactive intervention, individualized support plans, and a collaborative approach involving parents, teachers, and specialized educators. Nevertheless, challenges persist, including limited training opportunities for educators, resource constraints, and the need for comprehensive policy frameworks to support behavior management practices. Additionally, cultural attitudes and awareness surrounding EBD can significantly impact the effectiveness of interventions in Nigerian schools. In conclusion, this research offers practical recommendations to strengthen behavior management practices for students with EBD in Nigerian classrooms. These recommendations encompass targeted professional development for educators, increased resource allocation, and community engagement initiatives. Moreover, the study highlights the importance of fostering a culture of inclusivity and understanding towards students with EBD within the broader educational community. By shedding light on effective behavior management strategies within the Nigerian educational context, this research contributes to a growing body of knowledge on inclusive practices for students with Emotional and Behavioral Disorders. It provides insights that can inform policy decisions, teacher training programs, and resource allocation strategies aimed at creating a more inclusive and supportive educational environment for students with EBD in Nigeria

BEHAVIOR MANAGEMENT STRATEGIES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN INCLUSIVE NIGERIAN CLASSROOMS GET MORE MASTERS SPECIAL EDUCATION

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