Teachers considerations for managing disruptions by pupils with disabilities in inclusive classrooms

This qualitative study explored the responses considered by teachers when dealing with disruptions involving pupils with disabilities in inclusive classrooms. Seventy-one schoolteachers described incidents in which a pupil with disabilities disrupted the flow of a lesson. They were asked to recall at least five response options they had considered for managing the situation. Content analysis identified four types of responses: disciplinary measures (43%), empathic approaches (30%), no response (16%), and didactic assistance (9%). Most teachers preferred a versatile approach that combined various strategies over a monolithic response style. After an intensive decision-making process, the majority ultimately chose and implemented an empathic response to resolve the incident.