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 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 Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 612 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 Barriers to Inclusion written by Justin J. W. Powell and published by Routledge. This book was released on 2015-12-03 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: Barriers to Inclusion offers a comparative and historical account of the rise of special education over the twentieth century in the United States and Germany. This institutional analysis demonstrates how categorical boundaries, professional groups, social movements, and education and social policies shaped the schooling of children and youth with disabilities. It traces the evolution of special education classification, explores growing special education organizations, and examines students' learning opportunities and educational attainments. Highlighting cross-national differences over time, the author also investigates demographic and geographic variability within the federal democracies, especially in segregation and inclusion rates of disabled and disadvantaged children. Germany's elaborate system of segregated special school types contrasts with diverse American special education classrooms mainly within regular schools. Joining historical case studies with empirical indicators, this book reveals persistent barriers to school integration as well as factors that facilitate inclusive education reform in both societies.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1993 with total page 704 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exceptional Child Education Resources written by and published by . This book was released on 2002 with total page 800 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 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 What s So Special about Special Education A Critical Study of White General Education Teachers Perceptions Regarding the Referrals of African American Students for Special Education Services written by Dustyn R. Alexander and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study addressed the problem of the disproportionality of African Americans in special education by conducting critical white research. A review of literature revealed that research using this methodology had not been conducted with this problem in mind and that critical white theory might be a wise choice in order to understand this issue more fully. This study sought to fill that gap by providing information on the perspectives of white general education teachers regarding the referral and potential placement of African American students in special education. White teachers were selected in order to explore this phenomenon from a critical white perspective. Since most teachers are white, this population is critical in the development of an understanding of the problem of disproportionality. The purpose of this study was to identify the perceptions of white general education teachers regarding the: 1. ability, behavior, and school readiness of African American students; 2. instruction, referral, and potential placement of African American students in special education; 3. gaps that exist in the preparation of general education teachers regarding the instruction of African American students. The constant comparative (Glaser & Strauss, 1965) technique resulted in the identification of six themes. These themes supported the current research and confirmed that a lack of cultural responsiveness, a deficit view, and a misunderstanding of the special education referral process and potential services contributes to the gross disproportionality of African Americans in special education. The added perspective of my being a special education administrative practitioner and parent added a depth of understanding to this crisis that has not been previously explored in-depth literature. Also, a useful model called the pipeline to special education was developed to understand what occurs between general education and special education. Finally, a critical white perspective revealed that dominant white values in the classroom may perpetuate marginalization in the form of privilege on the part of the teacher to be permitted to abdicate responsibility for struggling African American students by referring them to special education.
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 1252 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 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 Referral of Mexican American Students to Special Education Services written by Ines Salman and published by . This book was released on 1987 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Teachers Perceptions and Attitudes Toward Special Education and Full Inclusion written by Jaron E. Fried and published by . This book was released on 2007 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
