Abstract

This study examined behavioural management strategies used in the classroom by preschool and special education teachers working with normally developing and disabled children. The study sample consisted of 25 preschool teachers and 31 special education teachers. Teachers were administered a 12-item, 5-point Likert-type scale to determine their classroom management profiles and responded to open-ended interview questions designed by the researchers to identify their classroom management strategies. The frequency of the different types of participant responses was analysed. Study findings revealed similarities and differences in the strategies used by preschool teachers and special education teachers working with disabled children.

Key words: Early childhood education teacher; behavioural management strategies; special education teacher