Download or read book An Analysis of Classroom Teachers Perceptions About the Referral Process in Special Education written by Robert Calderon and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: For the last 40 years researchers have noted a disproportionately high number of minorities in special education programs. This dissertation attempts to address the perception of kindergarten through fifth grade general education teachers when making special education referrals for minority students. Educational researchers have recurrently strived to explain reasons for the disproportionate number of minority students in special education. The researcher argues the over population of minority students in special education programs is due to unfair testing procedures, lack of bilingual personnel, and language barriers. This dissertation expands to include a range of implications that may have been overlooked when attempting to find answers to the overrepresentation of minorities in special education programs. Therefore, building on historical events throughout the years, this dissertation attempts to show how these historical events construct a valid view from which to examine the continued development of the disproportionate representation of minorities in special education programs, as well as other implications associated with a larger cultural view of race, class, and language barriers.

Download or read book Considering Race and Gender in the Classroom written by Daniele Annette Eiland and published by . This book was released on 2008 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book African American Teachers Perceptions of Special Education Referral written by Tarcha F. Rentz and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This qualitative study examines African American elementary teachers' perceptions of special education referral and particularly the referral of African American students. This investigation describes teachers' experiences with referral for subjective disabilities (i.e. mental retardation, emotional disturbances, learning disabilities) and not gifted and talented programs. Using phenomenological research methods, 15 interviews were conducted with 5 African American elementary teachers who taught at schools where 25% to 50% of the student population was African American. The study participants were male and female teachers who had taught at least 3 years and had been a part of a School Study Team and/or initiated special education referral. The two main questions that guided this study were: (a) How do African American teachers perceive special education referral and (b) how do African American teachers experience the referral of African American students? Findings suggest that the teachers experienced similar positive and negative feelings about referral. Wanting special education referral to be helpful for students, teachers questioned whether teachers were referring students for an actual disability or because of a cultural difference. Teachers preferred the referral process to be one of maintaining students in general education by identifying their strengths and weaknesses and developing appropriate interventions and strategies to enhance and motivate students. They contended that the referral process is detrimental to African American students who often receive pull-out services in special education resource rooms. Teachers proposed that African American students can be maintained in general education with proper supports in place.

Download or read book Teacher Perceptions Regarding Race and Gender on Disproportionality in the Special Education Referral Process written by Juliet R. Ashton and published by . This book was released on 2021 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study explored teacher perceptions of disproportionality in special education referrals in relation to race and gender and teacher preparedness to make referrals to special education services. This study was conducted at three Pennsylvania school districts. Two districts were considered rural/suburban, while one district was identified as suburban. Participants were 36 elementary, middle, and high school general education teachers who responded to a researcher-designed electronic survey consisting of multiple-response, Likert scale, and open-ended questions. In addition, three respondents participated in individual interviews with the researcher. The findings of this study indicate that general education teachers have variable responses to how race, gender, and their own preparedness influence referrals of students to special education services. Data showed a need for training for both inservice and preservice teachers in bias in order to allow for an understanding of factors that can influence referral rates of students to special education services. Data also indicated a need for educating all professional instructional staff in disproportionality and whether or not it occurs within their district. Finally, findings revealed the need for teacher preparation and teacher inservice programs to have a heavier emphasis on training educators to work with students with disabilities.

Download or read book Teachers Perceptions of Institutional organizational Barriers to Special Education Referral written by Gregory Martin MacMann and published by . This book was released on 1987 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Examining Teachers Sense of Efficacy and Their Decisions in Regard to Referral and Placement written by Ayse Dilsad Yakut and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: One factor that can influence identification of students with disabilities is teachers' decisions to refer a student for special education services. Both teacher and student characteristics can influence teachers' decision making. As evidenced in research and theory, teacher characteristics of efficacy influences teachers' classroom practices, student outcome, and teachers' perceptions about working with students with disabilities, which might also influence teachers' decisions to refer students for special education evaluation. As a primary purpose, I examined whether elementary education teachers' sense of efficacy predicts their decisions to refer a student for special education evaluation and their decisions to place a student in a special education classroom in Turkey. As a secondary purpose, I examined teacher demographic characteristics (i.e. teachers' educational degree, teachers' gender, years of teaching experience, and in-service training), student characteristics (i.e. students' gender and problem type), and teachers' decisions in regard to referral and placement. This study included data analysis from 264 elementary school teachers with a response rate of 85.2% from one town of a metropolitan city in the East Marmara region of Turkey. I used the Teachers' Sense of Efficacy Scale (Tschannen-Moran and Woolfolk Hoy, 2001) to examine teachers' sense of efficacy. I also developed the Teachers' Decisions in Regard to Referral Measure (TDRRM) to examine teachers' decisions in regard to referral and placement. Results indicated: (a) there was evidence that some factors of teacher efficacy and some demographic characteristics predicted respondents' decisions, (b) there was a difference in the ways teachers responded to the cases based on the problem type. Limitations and implications for future research were discussed.

Download or read book General Educators Perceptions of African American Males Prior to Pre referral written by Charmion Briana Rush and published by . This book was released on 2012 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to examine general education teachers' perceptions of African American males to identify specific student characteristics and other variables that influence referral decision-making. The theoretical framework used to guide this study explored tenants of Critical Race Theory (CRT) to examine the practices and beliefs of 216 educators from a mid-sized school district in North Carolina in grades kindergarten-fifth. Twelve interviewees also were chosen, from the original pool of participants, to generate data relative to referral reasons. A mixed methods approach was used to describe the identification process. Measures for this study included an on-line survey and semi-structured interviews developed by the researcher. Areas surveyed included environmental factors, hereditary factors, certain biases, low socio-economic status, students' use of culturally different speech patterns and dress, lack of clarity in school guidelines for special education referrals, subjectivity in the county referral process, and African American males being raised by extended family. Two opened questions allowed participants to address other significant aspects considered relevant for referral. The majority of the participants were Caucasian, females in their mid-thirties, who had more than 10 years of experience. Based on quantitative analysis, four factors emerged as key points for referrals. These included African American males "Raised by extended family"; "Cultural biases" among teachers; "Ineffective trainings" for teachers; and student "Environmental factors". Qualitative findings, however, both supported and refuted these findings. The findings of this study are discussed, including the implications for future research."--Abstract from author supplied metadata.

Download or read book Pre service and Classroom Teachers Perceptions of Best Practices Within a Special Education Professional Development School written by John M. Hartman and published by . This book was released on 2003 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the Fall of 1998 a unique Professional Development School (PDS) Partnership was established between a local School District and University, whereby, pre-service and classroom teachers focused on the utilization of best academic practices to meet the needs of special education students in inclusive settings. This study examined the perceptions of pre-service and classroom teachers regarding the influence of their participation in a PDS partnership on their knowledge and implementation of best academic practices when working with students with disabilities. The results indicated that the participants (a) had a solid knowledge based related to best practices, (b) highlighted Cooperative Learning, Differentiated Instruction, Collaboration, and Proactive/Positive Behavior Management as the most effective practices (c) felt that the exposure of pre-service teachers, trained in best practices, to classroom teachers, had a positive impact on instruction, and (d) felt that interpersonal skills were strengthened as a result of the PDS.

Download or read book Teacher Perceptions that Lead to the Referral of Hispanic English Language Learners to Special Education written by Irma Fernández and published by . This book was released on 2010 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study developed a survey to determine whether general education teachers in a large urban district were prepared to make referrals of minority students to special education. Considering the impact of student-teacher relationships have on minority students being referred to special education, increased knowledge on how to improve student-teacher cultural awareness is a vital part of improving education. Nineteen certified teachers (17 women and 2 men) participated in this study. The central findings of the present study suggest that certificated teachers have been taught the SST purpose, process and operation through their teacher training. A significant difference was identified between White and minority teachers in terms of their training in cultural differences, cultural awareness, and specific guidelines regarding the learning behaviors of minority students in making referrals to special education. Minority teachers were more likely to agree that they received training that addressed how cultural awareness can affect students learning. The results of this study suggest a need for expanded teacher education regarding cultural differences and awareness of culturally linguistically diverse learners. Teacher preparation through coursework and site trainings in order to understand culturally linguistically diverse learners seems to contribute to making appropriate referrals. These courses and trainings appear to play a vital role in preparing teachers to identify students for the SST process.

Download or read book An Analysis of Special Education Referral Patterns for Children with School Learning Problems written by Marilee Ann Wilson and published by . This book was released on 1975 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of General Education Teachers on the Referral Process for Placing Students in Special Education and the Disproportionate Rate of African American Males in Special Education written by Patrick F. Christian and published by . This book was released on 2016 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Impact of Pre referral Inservice Activities on Regular Classroom Teacher Perception and Rate of Referral to Special Education Evaluation placement in the Billerica Public Schools 1989 1992 written by Dorothea Crivello Hamilton and published by . This book was released on 1993 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Intervention and Referral Process written by Alexis A. Rich and published by . This book was released on 2014 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study will examine the Intervention and Referral process (I & RS) in Gardenia School District. This district has been cited by the State of New Jersey Department of Education for overrepresentation of minority students in special education. Overrepresentation of minority students in special education is problematic because it implies students may be inappropriately placed in special education and/or denied access to general education placements. Thus, this study discusses the disproportionate representation of minority students placed into special education programs, with a specific focus on English Language Learners (ELLs), while exploring school practices that may improve the quality of education for both ELLs and non-ELLs. The purpose of this study is to evaluate the teacher and administrator perceptions of the I & RS process in terms of procedures in meeting the needs of all students and determining correct placements of students in general education or special education settings. Additionally, this study aims to determine areas for improvement in terms of essential components of the I & RS process such as multi-disciplinary teams, teacher training, instructional interventions and assessment for ELLs, and follow-up. This study employs a qualitative case study approach with mixed methods data analyses to provide a comprehensive analysis of the I & RS process at the elementary school level in this District. Data collection included a survey distributed to the four elementary schools in Gardenia School District, interviews with ten key participants in the I & RS process, and document review based on public documents pertaining to demographic data. Findings of this study suggest that Gardenia School District has been adjusting the I & RS process to help meet the needs of students who are struggling in general education and to determine appropriate special education referrals. However, there are still areas for improvement for essential components of the I & RS process. Gardenia School District could further improve I & RS the process by enhancing multi-disciplinary teams, teacher preparation and training with language-based interventions, varied instructional interventions and assessment for ELLs, and providing both short and long-term follow-up throughout the I & RS process. An advanced process could better service students in general education and provide meaningful data to determine appropriate educational placements.

Download or read book An Exploration of General Education Teachers Perceptions of Culturally and Linguistically Diverse CLD Students During a General Education Intervention GEI Process written by Natasha M. Reyes and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disproportionate representation of CLD students in special education has been a concern for decades which continues to the present day. Policies and practices have been implemented to address this evidence of inequitable education. Those include RtI, prereferral processes, and appropriate evaluation practices. While these have been put into place, there is still cause for concern related to referral, evaluation, and placement of CLD students in special education. A body of research is available that discusses disproportionality on the special education side, but little is available that looks into the factors that impact disproportionality from the general education side. To add to the current research focusing on the general education factors as they relate to disproportionality, the purpose of this study was to explore the data and language used by general education teachers when referring CLD students to a GEI process. The primary sources of data for this study were findings from a pilot study, observation, and semi-structured interviews with classroom teachers who have/had experience with the process and CLD students. Qualitative data gathered from these sources allowed for analysis, resulting in emergent themes. Findings, obtained through pilot study document analysis, observation field notes, and five teacher interview transcripts indicated a general lack of awareness, knowledge, and consideration on the impact of a student's biopsychosocial history within the academic setting. Most notably, classroom teachers did not allow for contextualization of data, or student's stories, during this intervention process, and assumptions made related to parent/family behaviors further denied consideration of family/parent perspectives. Additionally, there was an overreliance on certain types of data, and lack of individualization for CLD students during the intervention process. Whether disregard, or lack of understanding, the reduction of CLD students' stories and academic success to non-individualized, decontextualized data impacts the instruction, interventions, and appropriateness of referrals for CLD students. Further research is needed to determine reliability of teacher perceptions found within this study, implications from teachers' own biographies, and such may inform the recruitment and training needed to improve education for CLD students.

Download or read book Disproportionate Placement of African American Students in Special Education written by Courtney Deveaux Holmes and published by . This book was released on 2017 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Role of Teacher Perceptions of Response to Intervention Racial ethnic Attitudes and Self efficacy in Special Education Referral Decisions written by Kristine Michelle Cash and published by . This book was released on 2019 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Spearman's correlation coefficients were calculated as well as an ordinal logistic regression. A statistically significant relationship was found between the Unawareness of Institutional Discrimination subscale score of the CoBRAS and the behavior concern for a student described as having mild behavior and academic concerns. A statistically significant relationship was found between the rating of the behavior concern and the Efficacy in Student Engagement and Efficacy in Classroom Management subscale scores on the TSES for the vignette describing a student with a severe reading concern and a mild behavior concern. The teachers' perceptions of RTI, racial attitudes, and sense of efficacy did not appear to have a statistically significant impact on their rating of the likelihood of referral for any of the students described in the vignettes.

Download or read book Student Learning Behaviors and Intervention Practices Cited Among Midwestern Teachers Referring Bilingual CLD Students for Special Education Evaluation written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout the last several decades, rises in CLD student populations and teacher accountability have factored in the increased numbers of CLD students being referred for, and placed in, special education. Because traditional evaluation processes do not reliably distinguish student learning problems that result from culturally/linguistic difference from those associated with innate disability, once referred, most CLD students go on to be placed in special education. Since over-referral is a key factor in over-representation, the purpose of this qualitative study was to identify and examine the student and teacher factors associated with referral of bilingual CLD students for special education evaluation. The primary sources of data for this study were school records generated by classroom teachers, and semi-structured interviews with teachers who had referred bilingual CLD students for special education evaluation. Qualitative data garnered from these sources permitted identification and description of CLD student learning behaviors, and teacher interpretations thereof, which factored into referral of these students for special education. Results, obtained through review and analysis of 27 referral records and six teacher interview transcripts indicated that lack of teacher preparation was a significant factor in the teacher's ability to appropriately perceive and respond to CLD student learning behaviors. Most notably, grade-level teachers tended to overrate the CLD student's English language proficiency based upon observations made within the school setting. Once determined to have enough English, the CLD student's language needs were essentially disregarded throughout the pre-referral (intervention) process. Student failure with unaccommodative interventions appeared to reinforce teacher perceptions of prereferral as a confirmatory process rather than the means by which student learning problems could be resolved. These phenomena were compounded by the teacher's expressed deference for psychological test data and preference for special education placement. Teachers form observation-based opinions about CLD student language proficiencies which can derail the instructional and intervention process for CLD students and lead to inappropriate referrals for special education. Further research is needed to determine the reliability of such teacher impressions and methods by which these teachers can better identify and respond to CLD student's language assets and needs.