Strategies of teachers in the regular classroom

It is known that regular schoolteachers have difficulties in educating students with social, emotional and behavioral difficulties (SEBD), mainly because of their disruptive behavior. In order to manage the disruptive behavior of students with SEBD many advices and strategies are provided in educational literature. However, very little is known about teachers′ strategies in daily practice to enhance the social participation of these students. The current study aims at revealing what teachers do to improve the social participation of students with SEBD in regular class via expert panel meetings. The data from the expert panels were half-open coded with two codebooks. The results indicate that teachers use many different strategies. However, not all strategies were directly aimed at improving the social participation. Teachers also aimed at preconditions like parental contact.