Reported strategies for responding to the aggressive and extremely disruptive behaviour of students who have special needs

Joe Murik Educational Support and Inclusion Program, University of Canberra, ACT, Australia; Educational Support and Inclusion Program, University of Canberra, ACT, 2601 E-mail: [email protected]

Anthony Shaddock Educational Support and Inclusion Program, University of Canberra, ACT, Australia

Anthony Spinks Educational Support and Inclusion Program, University of Canberra, ACT, Australia

David Zilber Senior Training Officer, Job Solve ACT (Inc), Canberra, ACT, Australia

Craig Curry Executive Director, School Education, ACT Education, Youth & Family Services, Australia

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Steve Shann, Hannah Germantse, Libby Pittard & Rachel Cunneen. (2014) Community and conversation: tackling beginning teacher doubt and disillusion. Asia-Pacific Journal of Teacher Education 42:1, pages 82-97.
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Helen J. Boon. (2020) What do ADHD Neuroimaging Studies Reveal for Teachers, Teacher Educators and Inclusive Education?. Child & Youth Care Forum 49:4, pages 533-561.
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Line Massé, Caroline Couture, Vanessa Levesque & Jean-Yves Bégin. (2016) Analyse de l’implantation d’un programme d’accompagnement des enseignants pour favoriser l’inclusion des adolescents présentant des troubles du comportement. Revue des sciences de l’éducation 42:1, pages 4-38.
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David F. Curtis, Richard J. Hamilton, Dennis W. Moore & Stewart Pisecco. (2014) Are Teachers’ Beliefs Related to Their Preferences for ADHD Interventions? Comparing Teachers in the United States and New Zealand. Australasian Journal of Special Education 38:2, pages 128-149.
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Nancy Gaudreau, Égide Royer, Claire Beaumont & Éric Frenette. (2012) Gestion positive des situations de classe : un modèle de formation en cours d’emploi pour aider les enseignants du primaire à prévenir les comportements difficiles des élèves. Enfance en difficulté 1, pages 85-115.
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Nancy Gaudreau. (2012) La gestion des problèmes de comportement en classe inclusive : pratiques efficaces. Éducation et francophonie 39:2, pages 122-144.
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Reported strategies for responding to the aggressive and extremely disruptive behaviour of students who have special needs

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Reported strategies for responding to the aggressive and extremely disruptive behaviour of students who have special needs

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