Behavior Management in Special Education Settings: A Phenomenology

Abstract

Effective behavior management is crucial for fostering inclusive and supportive learning environments in special education settings. This qualitative phenomenological study explores the experiences of educators in managing behavior within the Sisters of the Sacred Hearts of Jesus and Mary (SSHJM) institution during the 2023-2024 school year. The research aims to identify key challenges, strategies, and best practices in classroom behavior management. Guided by an atheoretical stance and various philosophical assumptions, the study employs a descriptive qualitative approach to investigate the essence of educators’ experiences. Seven special education teachers from SSHJM participated in open-ended interviews, sharing their insights on behavior management. The data were analyzed using content analysis, revealing six main themes: behavior management experience, SSHJM behavior management, specific behavioral challenges, behavior management strategies, barriers and facilitators at SSHJM, and practices for behavior management enhancement. The findings highlight the importance of flexibility, intensive training, classroom inclusivity, collaboration, and evidence-based strategies in addressing the complex needs of students with special needs. The study culminates in a compendium of best practices for behavior management, offering practical guidance for educators and administrators. Recommendations for future research and practice emphasize the need for tailored support plans, continuous professional development, collaborative approaches, optimal resource allocation, and inclusive learning environments. This study contributes to the growing body of knowledge on behavior management in special education, ultimately aiming to enhance student outcomes and support for learners with diverse needs.

Keywords: Behavior Management, Special Education, Inclusive Learning Environments, Educator Strategies