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 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 0 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 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 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 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 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 Stakeholder Perceptions of the Special Education Referral Process for Black Males Based on ACE Administration Culture and Environment written by Malik Douglas and published by . This book was released on 2014 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this causal comparative study is to contribute to the understanding of Critical Race Theory by using a parametric test to compare the independent variable of human characteristics to the dependent variables of Administrative, Cultural, and Environmental/ Hereditary (ACE) factors to develop a picture of parents'/guardians' and educators' attitudes about factors that may explain the overrepresentation of Black males in special education programs. A total of 162 participants completed a self-reporting demographic characteristic survey and the Gresham survey to provide information on the attitudes towards the administrative, cultural, and environmental/hereditary factors that may be correlated with the overrepresentation of Black males in special education, as perceived by each stakeholder group. Participants were drawn from the sample of Black, male, high school students' parents/guardians and educators from 10 high schools within School System A in the metropolitan Atlanta, Georgia area. Parents/guardians included those stakeholders responsible for making legal decisions and supervising students' overall living. Those selected from the educator stakeholder group consisted of tutors, school teachers, and administrators. The results of this study indicated that there are significant differences on the administrative and cultural factors between the gender, age, ethnicity, and type of stakeholder, within the decision process of referring Black males to special education, which may ultimately lead to the overrepresentation of the Black male student in special education programs. The study may have implications for special education, as the insights provided from the data may indicate opportunities for additional training, teacher preparation, or evaluation and placement processes for special education.
Download or read book Perceptions of Urban Public School Administrators and General and Special Education Teachers about the Overrepresentation of African American Males in Special Education written by Tricia Marie Jokerst and published by . This book was released on 2015 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt: The overrepresentation of African American (AA) males in special education is not a new problem. In 1968, Lloyd Dunn recognized that economically disadvantaged students and students of color were overrepresented in the mental retardation (MR) category of special education. Since 1970, the pattern of disproportionality in special education categories of MR and serious emotional disturbance (SED) has continued and, more recently, the trend has been highlighted as a significant problem in special education that needs immediate attention. The number of minority students identified according to the special education category of Other Health Impairment (OHI) has also increased. Notably, a disproportionate number of AA males have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The crux of the problem whereby AA students have been placed into special education programs-particularly in the categories of MR or Intellectual Disability (ID), Emotional/Behavior Disorder (EBD), and ADHD-has led to a host of negative outcomes that are strongly correlated to the special education membership of AA males. Using a qualitative research design, this study sought to obtain the first-hand perspectives of educators involved in special education regarding the overrepresentation of AA males in special education. Individual interviews and focus groups were conducted with campus administrators and general and special education teachers. Participants were asked to give their perspectives regarding the following: What factors are responsible for causing the overrepresentation of AA males in special education? Why does the problem persist? How can the problem be resolved? Thomas' (2011) constant comparative method was used as means for analysis and to elicit themes from the data. Participants identified the causes contributing to the overrepresentation of AA males in special education as racism, poverty, systemic issues, and external forces and named problematic belief systems, failed funding, and limiting legislation as reasons why the problem persists. As potential solutions to the problem, they called for changes to teacher and administrator preparation and professional development programs, educators' instructional practices, the educational system, the AA community, and the American public.
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 The Effects of Teachers Perceptions of Culturally Influenced Behaviors on the Referral Decisions and Placement of African American Males in Special Education written by Dorothy Parker Jarrett and published by . This book was released on 1996 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Special Educational Needs and Inclusive Education Systems and contexts written by David R. Mitchell and published by Taylor & Francis. This book was released on 2004 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt: Demonstrates how the fields of special education and inclusive education have evolved philosophically and technically over the past 30 years.
Download or read book The Overrepresentation of African American Students in Special Education written by Susan M. Mateka and published by . This book was released on 2008 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to uncover and examine the perceptions of Special Education Administrators on the over-representation of African Americans in special education. Through surveys, scripted interviews, semi-structured interviews and archival data, this researcher asked participants to give their perceptions of the over-representation of African Americans in special education, the referral process utilized to determine if a student is eligible for special education services, and their perceptions of school district initiatives to reduce over-representation. The participants were 11 Special Education administrators with a continuum of administrative powers up to and including an assistant superintendent. Ten of the participants held Master's degrees, and one participant held a Doctoral degree. Participant perceptions of the over-representation of African Americans in special education often intertwined, so that there were shared themes across all three research questions. Overall, the participants acknowledged over-representation is an issue that needs attention through examination of teacher attitudes, teacher training, the referral process, and through initiatives that would lead to reducing over-representation. Most participants did not perceive an over-representation of African Americans in special education in their particular school district. Participant perceptions varied on the referral process used in their school district to determine if a student is eligible for special education services. Three participants perceived a cultural bias in the process, and nine perceived the process to be culturally unbiased. However, many of the participants acknowledged that referrals for an educational assessment are made before intense and appropriate interventions are put in place. Several participants said they see this more with African American students. The majority of the participants also indicated their perception that teachers often make referrals based on the inability to remediate disruptive behaviors. Initiatives to reduce the over-representation of African Americans in special education were described by participants in both negative and positive terms. Some participants indicated that initiatives are not needed in their district because they did not perceive an over-representation. Two participants acknowledged that initiatives are needed but they are costly and hard to implement. Most participants agreed that the Response to Intervention guidelines would lead to a decrease of African American representation in special education. The meaningful responses of the participants as related to the perceptions of over-representation reinforced the recommendations of those researchers cited in the review of literature. Those researchers promoted further study on the causes of over-representation of African Americans in special education and how educators can intervene in order to reduce the number of African American students placed in special education.
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 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 African American Parent Involvement in Special Education written by Pamela W. Thompson and published by . This book was released on 2014 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: The disproportional representation of Black students in special education has been an issue of concern for many years in the United States. A review of the literature illustrates the struggle of African American children in the American educational system: from the Civil Rights Movement and desegregation to the re-segregation of these same children into special day classrooms. What the literature fails to report is how parental involvement might help educators address the problem of overrepresentation and the perceptions of the families who are affected by their children being placed in special educational settings. The purpose of this study was to describe and analyze the experiences and perceptions of African American parents who have male children receiving special education services in schools. Critical race theory was utilized as a framework to examine and challenge the manner in which race and racism impacts practices and procedures by school personnel dealing with African American parents. As such, qualitative data were gathered and analyzed to bring to light African American parents' experiences with the special education system servicing their male children. Many of the parents in this study stated that they had experienced obstacles that prevented them from meaningful participation in the educational planning for their children as members of the IEP process. The perceived obstacles that limited their parental involvement in special education were the following: communication between parents and the IEP team members; knowledge of special education laws; parental rights and roles in the process; African American academic success and placement; and school staff understanding of African American students culture and the need for diversity. The findings of this study yield important implications for policy and practice. These changes require a paradigm shift towards inclusive educational practices that support all students in the general education setting and a renewed commitment to improving parental involvement among African American parents at both the site and district levels. Educational leaders can support this shift through providing professional development and trainings to parents and site administrators on the legal guidelines established by Public Law 94-142 (IDEA). Future research include studies which could provide the field with more information as to why inequities in special education continue to plague African American males and their families.
Download or read book B cherverzeichnis written by and published by . This book was released on 1930 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt:
