Teachers' perceptions of how to include students with an oppositional defiant behaviour in the classroom

Abstract

The purpose of the study was to explore how teachers seek to include children with oppositional defiant behaviour in a class setting. Two case studies were conducted where the inclusion of two children with an oppositional defiant behaviour was monitored over a span of three years. The data required was obtained by delving deeper into six teachers' perceptions. The child's present teacher together with two past teachers were interviewed using semi-structured interviews. Observations were held in the child's present classroom where issues discussed with teachers were further observed. The teachers have described each particular child's behaviour at school, the best way to cope with these children and the methods which help or tend to hinder their development. Different strategies used to include these children in the classroom were discussed. The study highlighted the lack of support available for teachers who face great challenges when trying to cater for the needs of children with oppositional defiant behaviour and include them in the mainstream classroom. Further professional assistance is needed to guide teachers, parents and children with ODB in order to assure their full inclusion in local mainstream schools.