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.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Education, Special education, Teacher education|
|Keywords:||Disability, Georgia, Middle school, Minorities, Teacher perceptions, Urban studies|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be