Abstract

The purpose of this study was to explore the use and perceived effectiveness of ER strategies used by teachers in inclusive settings, as well as the professional roles in supporting teachers’ ability to implement these strategies. A quantitative descriptive-analytical design was utilized, with data collected from 111 of general (n=59) and special education of (n=52) teachers in the Kingdom of Saudi Arabia through a cross-sectional survey. Data were analyzed using descriptive statistics, Pearson correlations, and independent samples t-tests. Overall, teachers reported a preference for ER strategies that are proactive and focused on the antecedent instead of the consequence, with the highest means being for routine-based ER (M=4.32) and cognitive reappraisal (M=4.33) strategies. Conversely, teachers reported a frequency of use for physiological response modulation (M=2.11) and peer-mediated (M=2.15) strategies. There was statistically significant evidence of a perception practice gap found between special and general education teachers, as special education teachers reported greater frequency of use and confidence in their implementation of ER than did general education teachers (p<0.001). Time spent teaching (p>.05) was found to be a predictor of ER proficiency, with a moderate correlation, r=.48, between the use of proactive routines and improved classroom stability. Therefore, collectively, these data indicate a need to shift focus to proactive, universal support frameworks.