Date of Award
5-2004
Degree Type
Thesis
Degree Name
Master of Science in Education (MSEd)
Department
Education and Human Development
Abstract
Teachers could be referring students based on where the student lives or what background he or she comes from rather than on educational needs. The purpose of this study is to investigate whether the biases and experiences of elementary teachers affect whom they refer or whom they do not refer for special education. All of the subjects in this study are teachers from a small suburban school district in Western New York. According to the findings of this study, teachers tended to refer the male student with behavior problems more often than the students with severe academic needs. Teachers in this study also referred the male student with behavior problems more often when they were not able to recognize specific characteristics of disabilities consistently. If teachers are aware of the impact that their biases can have on the referral process, the process could become more reliable.
Repository Citation
Callen, Kerriann, "Do Biases and Experiences of Elementary Teachers Affect the Referral Process?" (2004). Education and Human Development Master's Theses. 800.
https://digitalcommons.brockport.edu/ehd_theses/800
Included in
Educational Assessment, Evaluation, and Research Commons, Gender Equity in Education Commons, Special Education Administration Commons