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I. A.C.C.E.P.T. M.E.: Strategies for Developing Teacher Acceptance when Working with Children who Challenge
Patty A. Kohler, University of Central Arkansas
Mark Cooper, University of Central Arkansas
Rene Crow, University of Central Arkansas
Kathleen Atkins, University of Central Arkansas
The growing frequency, duration, and intensity of children’s challenging behaviors
makes general and special education teachers’ professional lives hazardous to their
health. The focus of this article is on helping teachers leave the classroom each day with
a feeling of accomplishment and a belief that they have made a difference in the lives of
the children they teach. Using the acronym, I ACCEPT ME, nine strategies are suggested
to help teachers accept themselves regarding their competence in teaching children who
exhibit behavioral and emotional challenges.
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