Inclusion in the Classroom: Addressing Antecedents of Challenging Behaviors

The study aimed at identifying the antecedents of challenging behavior of a student who was identified as Developmental Cognitive Disability (DCD) in her inclusive secondary classes. This study was directed towards a student and her behaviors to help determine what, if anything, triggered different behaviors in the inclusive classroom. Information was gathered through paraeducators along with her teachers (e.g. general education teachers, special education teachers) observing the student. The information will be presented to administration to create a staff development on inclusion in the classroom. Analyzing the data, some of the triggers for behaviors were deemed inevitable, and some were eye opening. The results of the study will be used to create professional development opportunities for staff to increase awareness and skills to effectively include students with developmental cognitive disabilities in their classroom