scholarly journals Analysis of elementary teachers' self-reports of variables influencing teacher decisions during the special education referral process

2008 ◽  
Author(s):  
Bernard Charles Jones
Keyword(s):  
Special Education ◽  
Elementary Teachers ◽  
Referral Process ◽  
Special Education Referral ◽  
Teacher Decisions ◽  
Self Reports

scholarly journals Exploring the K-5 special education referral process in one Midwest suburban school district

2017 ◽  
Author(s):  
◽  
Jake W. Boswell
Keyword(s):  
Special Education ◽  
School District ◽  
School Environment ◽  
Regular Education ◽  
Evaluation Process ◽  
Referral Process ◽  
Regular Education Teachers ◽  
Special Education Referral ◽  
Suburban School District ◽  
Referrals For Special Education

Studies have shown referrals for special education evaluations and the evaluation process itself is marred by teacher subjectivity and a lack of quantitative data (Dunn, 2006; Mamlin and Harris, 1998; and Ysseldyke et al.,1982). Consequently, this behavior leads to over identification of students from minority cultures due to their struggle to assimilate into the school environment (Deninger, 2008; Klingner and Harry, 2006; Parette, 2005; Poon-McBrayer and Garcia, 1994; Skiba et al., 2008; Wehmeyer and Schwartz, 2001). This study seeks to better understand the special education referral process in one Midwestern school district. Specifically, this qualitative study employed focus groups, interviews, and artifact collection to engage K-5 regular education teachers in conversations about common behaviors that prompt a referral for special education evaluation. The research was conducted in three elementary schools in a metropolitan school district.

Special Education Is Associated With Reduced Odds of School Discipline Among Students With Disabilities

2021 ◽  
pp. 0013189X2098258
Author(s):  
Sarah Hurwitz ◽  
Emma D. Cohen ◽  
Brea L. Perry
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Disruptive Behavior ◽  
School Discipline ◽  
Urban School District ◽  
Behavioral Characteristics ◽  
Special Education Services ◽  
Special Education Referral ◽  
Novel Approach ◽  
Decomposition Models

Students with disabilities are disciplined at disproportionately high rates, despite federal laws designed to ensure disciplinary protection. We examine the association between disability and discipline using a novel approach, investigating whether behavior problems trigger special education referral, and if disciplinary outcomes change once students are enrolled. Using longitudinal data from an urban school district, we estimate lagged variance decomposition models that disaggregate the outcomes of special education services from the behavioral characteristics that prompt disciplinary responses. We find that (1) ongoing disruptive behavior leads to placement in special education and (2) receiving special education is associated with a reduced likelihood of punishment. Earlier identification is vital in order to treat, rather than punish, disruptive behavior.

Using Multidimensional Scaling and Unfolding to Explore Teacher Perceptual Biases for Selected Special Education Referral Categories

1983 ◽  
Vol 51 (3) ◽  
pp. 134-141 ◽  
Author(s):  
Michael R. Vitale ◽  
Paul B. Williams ◽  
Jenci J. Kocsis ◽  
Michael B. Medland ◽  
Sharon Kosinski
Keyword(s):  
Special Education ◽  
Multidimensional Scaling ◽  
Special Education Referral

Student Teachers’ Perceptions of Best Practice in Practicum with Learners Who Have High Support Needs

2005 ◽  
Vol 29 (1) ◽  
pp. 60-83
Author(s):  
Jennifer Stephenson ◽  
Mark Carter
Keyword(s):  
Special Education ◽  
Best Practices ◽  
Student Teachers ◽  
Special Education Teachers ◽  
Best Practice ◽  
Support Needs ◽  
Teachers Perceptions ◽  
Self Reports ◽  
Education Of Students ◽  
High Support

Student teachers’ perceptions of possible best practices in the education of students with high support needs and their reports of level of implementation during field experience were investigated in this research. In addition, the student teachers’ suggestions for other indicators of best practice and their perceptions of barriers to best practice were examined. These data were also compared with that obtained in a previous study of teachers. Students reported high levels of agreement with best practice indicators, broadly consistent with the views of teachers. In contrast, students reported substantially lower levels of perceived implementation than teachers. Exploration of the reasons for these perceived differences is a priority for university educators involved in preparation of special education teachers. In addition, weight is added to the argument that evaluation of implementation of best practice should draw on a range of sources and that sole reliance on retrospective teacher self‐reports may be problematic.

Rethinking Special Education Referral

1990 ◽  
Vol 26 (1) ◽  
pp. 22-24 ◽  
Author(s):  
Nick A. Henry ◽  
E. Sutton Flynt
Keyword(s):  
Special Education ◽  
Special Education Referral

Sociocultural Context Effects on Teacher's Readiness to Refer for Learning Disabilities

2002 ◽  
Vol 69 (1) ◽  
pp. 41-53 ◽  
Author(s):  
Elizabeth R. Drame
Keyword(s):  
Special Education ◽  
General Education ◽  
Instructional Practices ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Context Effects ◽  
School Factors ◽  
Teachers Perceptions ◽  
Special Education Referral ◽  
The Impact

The social context of the special education referral process is influenced by a number of variables. Demographic and perception data were collected from 63 first-through fifth-grade general education teachers from three Midwestern public school districts to determine the impact of sociocultural variables on teachers' perceptions of classroom behavior, management, and referral tendencies. Teacher, classroom, and school variables including teachers' perception of a learning disability, educational level, grade level, instructional practices, and prereferral intervention models significantly influenced teachers' behavioral perceptions and referral tendencies. These results can inform teacher-training programs to ensure that general educators increase their ability to accurately detect learning difficulties and their awareness of the importance of their perceptions, instructional practices, and school factors on special education referral.

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