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Author: Juliet R. Ashton Publisher: ISBN: Category : Languages : en Pages : 122
Book Description
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.
Author: Juliet R. Ashton Publisher: ISBN: Category : Languages : en Pages : 122
Book Description
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.
Author: Debra J. Daly Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
The lack of involvement of students with disabilities in a regular classroom has remained a major concern in education. Every year, the number of special students escalates. For instance, in the United States, students with disabilities accounted for 13.7% of all students between the ages of three to 21 by 2018 (Kositsky, 2019). According to several reports, it is evident that the lack of inclusion of these students in normal school curricula causes emotional distress, depression, withdrawal from society or suicide in some cases. Every child has the right to access quality education. Institutional leaders know that it is not a must that special students are isolated from their peers or placed in separate institutions for learning. Gaps in the existing literature have led to a confusing perception of classified students, especially those of minority backgrounds.The purpose of this qualitative singular case study is to examine the perceptions of special education and general education teachers of the students who are classified as special education in their classrooms. The biases of the teachers, as it relates to race disproportionality in special education was also looked at. The study was conducted in a suburban New York school district and will use the data collected from individual and group interviews of teacher participants, and look at the special education classification process, from both the federal and district level. Analysis of the collected data revealed key findings for this study. First, that changes in the classification process of special education students have forced a closer look into the perceptions of teachers and their implicit biases regarding the classification of special education students. Second, a disconnect in communication between teachers, administrators, and the district has caused teachers to become frustrated, which has led them to rely more on collaboration with colleagues for the support they need. Third, teachers felt that the rigors of the classification process, and the pressure to get the students in correct placements has meant that collaboration, and professional development is more necessary than ever. The implications of these findings for all stakeholders will be discussed.
Author: Dustyn R. Alexander Publisher: ISBN: Category : Languages : en Pages :
Book Description
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.
Author: Robert Calderon Publisher: ISBN: Category : Dissertations, Academic Languages : en Pages : 0
Book Description
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.
Author: Kristy Henry Park Publisher: ISBN: Category : Minorities Languages : en Pages : 135
Book Description
The intent of this study was to determine if special education teachers had certain perceptions regarding the disproportionate amount of minorities in special education classes. I examined special education teachers' awareness of the disproportionality, their causal theories, and the effectiveness of Response to Intervention (RTI) to regulate disproportionality. I implemented three different data collection methods to measure the teachers' perceptions: an initial face-to-face interview session, a written survey, and additional interview questioning. Participants in the study included 11 special education teachers from three middle schools in Northern Georgia. Ten of the 11 teachers admitted awareness of the problem of disproportionality, reporting causes based on problems with teacher training and student home environment, including socioeconomic status. Six of the 11 teachers thought RTI would help regulate the rates of students of minority races placed in special education due to increased interventions and a lengthier timeline involved before special education placement. Limitations of this study include the lack of diversity of the participants in this study, and the hesitations many people experience when asked to converse openly on the topic of race, where often perceptions expressed are not always the ones perceived. Findings from a study such as this one can heighten awareness on the subject of disproportionate amounts of students from overrepresented minority races in special education. Suggestions for further research are also included.
Author: Daniel J. Losen Publisher: Harvard Education Press ISBN: Category : Education Languages : en Pages : 340
Book Description
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
Author: Malik Douglas Publisher: ISBN: Category : African American students Languages : en Pages : 142
Book Description
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.
Author: Kristine Michelle Cash Publisher: ISBN: Category : Languages : en Pages : 139
Book Description
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.
Author: Donald Easton-Brooks Publisher: Rowman & Littlefield ISBN: 1475839677 Category : Education Languages : en Pages : 155
Book Description
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.
Author: Juliet R. Ashton
Author: Juliet R. Ashton
Author: Daniele Annette Eiland
Author: Debra J. Daly
Author: Dustyn R. Alexander
Author: Robert Calderon
Author: Kristy Henry Park
Author: Daniel J. Losen
Author: Malik Douglas
Author: Kristine Michelle Cash
Author: Donald Easton-Brooks