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Dissertation/Thesis Abstract

Through the lens of social justice theory: A case study of teachers' responses to students' challenging behaviors
by Wheat, Kathy J., Ph.D., The University of Oklahoma, 2011, 244; 3457488
Abstract (Summary)

The aims of social justice in education are defined and procedurally mandated in tenets of special education law. The history of special education services is replete with examples of underrepresentation and overrepresentation of student populations. This case study sought to understand teachers' responses to students' challenging behaviors and their subsequent use of referrals for students for special education services through the lens of social justice theory. Teacher pre-interview questionnaires, interviews, surveys, and archival data were collected and analyzed for meaning. Findings and themes for the study revealed teachers' experiences with students who demonstrate challenging behaviors prompt referrals based on specific criteria, indicate needs for more and better training to support students with special needs, teachers address problematic and challenging behaviors, and teachers are unsure of the meaning and terms of educational equity and social justice, as well as the implications for students with special needs.

Indexing (document details)
Advisor: Garn, Gregg
Commitee: Frick, William, Lovett, David, Maiden, Jeffrey, Smith, Joan
School: The University of Oklahoma
Department: Department of Educational Leadership and Policy Studies
School Location: United States -- Oklahoma
Source: DAI-A 72/08, Dissertation Abstracts International
Subjects: Education history, Special education, Education philosophy
Keywords: Behavior, Challenging behaviors, History of special education, Referrals for special education, Special education, Teachers' responses
Publication Number: 3457488
ISBN: 978-1-124-68082-8
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