Download or read book The Influence of Student Ethnicity and Teacher Efficacy on Special Education Referral written by Natalie D. Lilley and published by . This book was released on 1998 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Teacher Efficacy and Student s Gender and Ethnicity on Special Education Referral and Response to Intervention written by Archna Randall and published by . This book was released on 2012 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationships among teacher efficacy, student gender, and student ethnicity (African American, Asian American, Latin American, and Caucasian) on teachers' decisions to use RTI versus referring immediately to special education. Kindergarten through eighth-grade teachers ( N = 134) completed an anonymous survey online that included demographic questions, the Teachers' Sense of Teacher Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001), a hypothetical case study of a student struggling academically, and questions about teacher referral decisions. Participants randomly received one of the eight hypothetical case studies that varied the student's gender and ethnicity. This study employed procedures similar to earlier studies (Meijer & Foster, 1998; Podell & Soodak, 1993; Soodak & Podell, 1993) that manipulated student characteristics. Results support previous research studies that found that high teacher efficacy relates to fewer special education referrals. Multiple logistic regression analyses show that teachers with higher teacher efficacy in student engagement and instructional strategies were more likely to use RTI versus referring to special education. Teacher efficacy for classroom management was not related to teacher referral decisions. There was a significant relationship among teacher efficacy, student's gender, and teachers' referral decisions. Efficacious teachers were more likely to use RTI for a struggling female student than for a struggling male student. Taken together, teacher efficacy, student's gender, and student's ethnicity did not relate significantly to teachers' decisions to use RTI versus referring to special education. This study demonstrated promising results related to teachers' efficacy and teachers' decisions to use RTI. Study limitations include sample size and demographics, validity of using vignettes, and teachers responding in a socially desirable manner that may have precluded significant results. It is recommended that educators be ready for the paradigm shift away from the refer-test model to the RTI approach. Future research is encouraged to develop an RTI teacher efficacy scale and examine teachers' integrity of implementing of RTI.

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 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 The Influence of Children s Ethnicity on Teachers Referrals to Education Programs for Seriously Emotionally Disturbed Students written by Sally Marie Spatafore and published by . This book was released on 1992 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Cultural Receptivity and Teacher Efficacy on Education Referral Decisions written by John Constantine Baker and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The effect of teacher efficacy on student learning, teacher expectation, classroom management, and decision making are just a few of the well-established relationships documented in the literature. Not as clear, however, is the relative influence of cultural receptivity--the degree of which teachers are open to cultural diversity--on the referral decisions made by classroom teachers. This study investigated the effect of level of cultural receptivity and teacher efficacy on classroom referrals, namely referrals for determining eligibility for special education and general support services such as counseling, mentoring, and after school tutoring. Forty-two teachers across five elementary schools in Alachua County, Florida participated in the study. High-efficacy teachers in the study made fewer classroom referrals within a school year than their low-teaching efficacy counterparts. No relationship between teacher level of cultural receptivity and rate of classroom referrals was found in the study.

Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.

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 Dissertation Abstracts International written by and published by . This book was released on 2009-04 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Minority Students in Special and Gifted Education written by National Research Council and published by National Academies Press. This book was released on 2002-08-30 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.

Download or read book The Student Study Team and Its Effect on Racial Disparity in Special Education written by Erin Bullard and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the passage of the Individuals with Disabilities Act (IDEA) in 1975, special education has helped students with disabilities receive individualized goals and services in their least restrictive environment. Systemic racism negatively impacts students because it inappropriately labels them with a disability and restricts them from various educational opportunities. When looking at why this occurs, most of the research focuses on the biases and cultural mismatch between school personnel and the students they serve. There is a lack of research on the systematic process that leads to a special education referral and how they could produce disproportionate results for students of color. One of these processes is the Student Study Team (SST), where the student, their family, teachers, counselor, and administrator gather to put in place interventions to help the student achieve academic success. This is usually the step taken before testing for a disability occurs. The researcher focused their study around the following question: In what ways do school-wide policies and procedures impact Student Study Team practices and cause potential disparities in special education referral within a school site? The reason for conducting this study is to address a gap in previous research. Prior research focused on the impact that teacher bias and cultural mismatch had on disproportionate representation in special education. There is not a vast amount of research on the impact of systemic processes (like SST) on the disparity in special education. The researcher conducted a qualitative case study of a single school site's SST process. They conducted interviews with the SST members and analyzed their responses as well as documents used in the process through the lens of cultural proficiency. The researcher found the following results through their analysis: a lack of training on the process, using SST primarily for behavior management, not keeping data on the demographics of students referred to SST, and not having a universal tool to measure the effectiveness of interventions. This could cause potential disparities because the students' culture is not being effectively addressed by the team. Additionally, there are no universal procedures in place that are developed with cultural differences in mind. If the SST interventions are unsuccessful, then the team could potentially move to test for an IEP. Therefore, if there is a disproportionate representation of students in the SST process, there will be a disproportionate representation of students in special education referrals. Based on the findings of this research, schools should analyze their SST process for potential practices that could cause disparate results. This is important because it will help schools identify and reform processes that are not responsive to students coming from cultures that differ from the majority. When schools have processes and procedures that are intended to help students struggling, but do not acknowledge the culture of the student and utilize it when making decisions, they could potentially mislabel students from different cultures as disabled. Therefore, schools must analyze their processes (like SST) for practices that could cause disproportionate results. The conclusions drawn from this study are that a lack of universal procedures and a lack of acknowledgment of the student's culture in the SST process could lead to disproportionate results in special education referrals. The majority of research on disproportionate representation in special education focuses mostly on cultural mismatch and teacher bias, there is little research regarding the systemic processes that lead to special education. Conclusions that can be drawn from this study are that schools should analyze their SST process through a lens of cultural proficiency for factors that could potentially contribute to disproportionate representation such as a lack of training on the process, using SST primarily for behavior management, not keeping data on the demographics of students referred to SST, and not having a universal tool to measure the effectiveness of interventions. This study adds to the existing research by providing a case study on how a systemic process could potentially contribute to disproportionate representation in special education.

Download or read book Racial Inequity in Special Education written by Daniel J. Losen and published by Harvard Education Press. This book was released on 2002 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt: Commissioned by The Civil Rights Project at Harvard, this text examines racial inequity in special education, with an emphasis on the experiences of African American children. Eleven contributions from educators and researchers discuss issues such as the overrepresentation of minority children in special education, racial disparities in funding, and the implications of the Corey H. lawsuit to desegregate students with disabilities in Chicago. Annotation copyrighted by Book News, Inc., Portland, OR

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Disproportionality of African American Students in Special Education written by Chris Elizabeth Martin and published by . This book was released on 2014 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined whether the disproportionality of African American children referred to special education is influenced by the level of implicit racial bias among teachers, using the aversive racism theory. Data were collected from teachers of kindergarten through sixth grade in the Iowa City Community School District through email recruitment. Using a factorial survey design, teachers evaluated five vignettes, each with five questions mirroring the referral process to special education, an implicit and explicit racial bias measure, and demographics. Of the 307 teachers emailed, only 21 completed the full survey. The small sample size hindered the analysis due to violations of two of the major assumptions of linear regression: normality and constant variance. Due to these violations, only limited interpretations can be concluded from the linear models. A logistic regression was also completed on the referral for special education dependent variable and yielded the following significant results: The teachers who scored high on the explicit racism measure were more likely to refer a child to a special education assessment and other results revealed associations between certain characteristics and behaviors of the children and their likelihood of referral. The majority of teachers in the sample (67%) scored high in implicit racial bias but none of the models indicates a relationship between the child's race and referral to special education. The study suggests there is some connection between implicit racial bias and referrals to special education but not due to race. However, the complexity of relationships among these and other factors in both interpersonal relationships and classroom dynamics makes it necessary to further investigate this question and potentially remedy the problem of disproportionality in special education.

Download or read book The Wiley Handbook of Diversity in Special Education written by Marie Tejero Hughes and published by John Wiley & Sons. This book was released on 2017-02-21 with total page 557 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Wiley Handbook of Diversity in Special Education is a state-of-the-art reference showcasing cutting-edge special education research with a focus on children and youth with disabilities from diverse cultural, ethnic, linguistic, and economic backgrounds. Cutting-edge special education research focusing on children and youth with disabilities from diverse cultural, ethnic, linguistic, and economic backgrounds An authoritative contribution to the field, this work charts a new path to effective interventions and sets an agenda for future research Addresses disabilities from an international perspective

Download or read book The Influence of Special Education on Education Support of Ethnic Students as Perceived by Administrators and Teachers in Selected Public Schools in Education Service Center Region 20 Texas written by Nancy Faldik and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify educators' beliefs indicating the most preferred support for students with disabilities in the general education classroom setting. This study examined professional educators' attitudes regarding four student supports (motivation, accommodations/modifications, academic improvements, and social issues) for students with disabilities in the inclusive classroom. In addition, the goals of this study included public school educators' attitudes toward the aforementioned four areas of support, specifically within three student ethnic groups (Hispanic, African American, and Whites). The final goal of the study was to compare the attitudes of each of the organizational roles (administrators, general education teachers, special education teachers, and others) regarding motivation, accommodations/modifications, academic improvements, and social issues of students with disabilities participating in general education inclusive classrooms. The findings from this research indicate: 1. Educators perceive accommodations/modifications to be the most beneficial support to offer all students with disabilities in the general education inclusive classroom. 2. Educators perceive accommodations/modifications to be the most beneficial support to offer all students with disabilities in the general education inclusive classroom, regardless of ethnic origin. The results of this study reveal no difference in educators' attitudes within the three student ethnic groups. 3. Administrators, general education teachers, and the organizational role of other professionals in the school believe the primary focus for student support in the inclusive classroom should be on incorporating appropriate accommodations/modifications. 4. Special education teachers perceive academic improvements (differentiated instruction) as their first preference of student support for children with disabilities in the inclusive classroom. The overall findings in this study clearly reveal a pattern of educators' preferences regarding the four student supports for students in special education programs. Accommodations/modifications is the first focus of support for educators to implement, followed by academic improvements (differentiated instruction). The pattern continues with educators indicating motivation to be the third student support and social issues to be the fourth preference.

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.