Abstract:
This study investigated the challenges and experiences of teachers in managing disruptive
behavior (DB) exhibited by children with developmental disorders within inclusive schools located
in Yeka Sub-city, focusing on children with Down syndrome. Employing a concurrent parallel
mixed-methods design, the research utilized a census method due to the limited population size.
All ten inclusive schools in Yeka Sub-city were recruited, resulting in data collection from 88
teachers. Quantitative data from participants were analyzed using descriptive statistics and
inferential statistic, while thematic analysis was applied to interview data. Findings revealed
inattentive and hyperactive symptoms of Attention Deficit Hyperactivity Disorder (ADHD) as a
common form of DB in CWDS. Teachers primarily employed preventive strategies, including
creating engaging learning environments and utilizing diverse teaching methods such as physical
materials, choice-based tasks, storytelling, and songs. The study identified key challenges faced
by teachers, including overcrowded classrooms, limited resources, and, parental expectations.
The study also identified a statistically significant difference in how regular and special education
teachers manage disruptive behavior and the challenges they face. Special education teachers
utilized a wider range of preventative and intervention strategies, suggesting a potential skills gap
among regular teachers in managing disruptive behavior in inclusive classrooms effectively. The
study concludes that special education teachers are better equipped to manage disruptive behavior
than regular teachers in inclusive classrooms. The study recommended specialized training for
regular teachers to improve their skills in inclusive classrooms. The study acknowledges
limitations and suggests future research directions. The research acknowledged its limitations and
suggested directions for future research.
