Dissertation/Thesis Abstract

Disproportionality in special education: Inconsistencies in teacher-based referrals
by Guest, Delleni V'Linda Giles, Ed.D., University of Phoenix, 2015, 174; 10113123
Abstract (Summary)

The research for this qualitative ethnographic study included interviews with nine general education, middle-school teachers in an urban school district. The purpose of this study was to explore how inconsistencies in teacher-based referrals describe disproportionality in special education. Through the development of themes from participant responses, the results of the study indicated that teachers had deeply rooted opinions of appropriate classroom behavior and academic achievement. Teachers were more likely to recommend special education services if the student did not align with the teacher’s personal experiences of appropriate behavior and academic achievement. In the majority of the sample, teachers recommended that the student be referred for special education services.

Indexing (document details)
Advisor: Pardo, Miriam
Commitee:
School: University of Phoenix
Department: Education
School Location: United States -- Arizona
Source: DAI-A 77/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Education, Special education, Teacher education
Keywords: Disability, Georgia, Middle school, Minorities, Teacher perceptions, Urban studies
Publication Number: 10113123
ISBN: 978-1-339-76243-2
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