Abstract
Successful inclusion of students with behavioral challenges in mainstreamed classrooms is predicated on healthy social-emotional development. Students who are able to effectively engage self-regulatory skills will be better prepared to interface socially. This paper details how stress management techniques can be used by teachers to promote inclusion of students with behavioral challenges into mainstreamed classrooms. Strategies to help students cope with stress are presented in the paper. The article concludes with recommendations for teachers to implement strategies and how they will be useful in promoting a sense of inclusion rather than exclusion.
Recommended Citation
Jackson, James T.; January-Vance, Katina; and Freeman, Morgan
(2013)
"Using Stress Management Techniques to Support Inclusionary Education Students with Emotional and Behavioral Disabilities,"
Teacher Education Journal of South Carolina: Vol. 6:
No.
1, Article 9.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol6/iss1/9