The effect of reading recovery® on special education referrals and placements

2002 ◽  
Vol 39 (6) ◽  
pp. 635-646 ◽  
Author(s):  
Evelyn A. O'Connor ◽  
Ognjen Simic
Keyword(s):  
Special Education ◽  
Reading Recovery ◽  
Special Education Referrals

Teacher Efficacy and Bias in Special Education Referrals

1993 ◽  
Vol 86 (4) ◽  
pp. 247-253 ◽  
Author(s):  
David M. Podell ◽  
Leslie C. Soodak
Keyword(s):  
Special Education ◽  
Teacher Efficacy ◽  
Special Education Referrals

Low Performance on High-Stakes Test Drives Special Education Referrals: A Texas Survey

2004 ◽  
Vol 68 (2) ◽  
pp. 126-132 ◽  
Author(s):  
Cheryl Fielding
Keyword(s):  
Special Education ◽  
Special Education Referrals ◽  
High Stakes ◽  
Low Performance

Teacher-student ethnicity and recommendations for special education referrals.

1982 ◽  
Vol 74 (1) ◽  
pp. 72-76 ◽  
Author(s):  
Sigmund Tobias ◽  
Carryl Cole ◽  
Mara Zibrin ◽  
Vera Bodlakova
Keyword(s):  
Special Education ◽  
Special Education Referrals ◽  
Teacher Student

Special Education Referrals and Disciplinary Actions for Latino Students in the United States

2013 ◽  
Vol 9 (1) ◽  
Author(s):  
Gerardo Moreno ◽  
Theresa Segura-Herrera
Keyword(s):  
Special Education ◽  
Academic Success ◽  
Latino Students ◽  
Minority Group ◽  
The United States ◽  
Disproportionate Representation ◽  
Special Education Referrals ◽  
Disciplinary Actions ◽  
History Of ◽  
The U.S

AbstractLatino students are the largest growing minority group in the U.S. school system. However, there are critical barriers that impeded the development of sustained academic success for this particular population. Latino students have been found to be over-represented in the delivery of disciplinary actions and in the identification of disabilities in special education populations. While the two concerns may appear to be separate, they are interdependent as a history of disciplinary actions can lead to an unjustified referral to special education for evaluation. The coupling of high disciplinary actions and biased referrals to special education has led to the over-representation of Latino students with emotional/behavioral disorders (EBD). In this article, we discuss the contextual background of Latino students in today’s schools, the excessive use of disciplinary actions for them, and their disproportionate representation in special education populations. Additionally, we present two recommended actions as a pair of first steps to address the improper referral pipeline.

Demystifying Disproportionality: Exploring Educator Beliefs about Special Education Referrals for English Learners

2020 ◽  
Vol 122 (5) ◽  
pp. 1-40
Author(s):  
Soyoung Park
Keyword(s):  
Special Education ◽  
Research Methods ◽  
English Learners ◽  
Participant Observation ◽  
Referral Process ◽  
English Learner ◽  
Special Education Referrals ◽  
Identification Process ◽  
Educator Beliefs ◽  
Special Education Identification

Background Federal civil rights law requires that English learners (ELs) with potential disabilities be identified in a timely and appropriate manner. Decades of research documenting the problem of disproportionality among ELs in special education suggest, however, that educators struggle with the proper identification of ELs with disabilities. ELs are found to be underrepresented in special education in the early elementary years and overrepresented beginning in upper elementary school. Although these disproportionality patterns are well documented, little is known about why this phenomenon persists. Purpose of Study This study addresses this gap by following 16 ELs and their educators in real time through the special education referral process. Using participant observation research methods, I explore mechanisms in the field that might explain disproportionality. Specifically, I examine educator beliefs about whether and when to refer ELs to special education, as well as how those beliefs manifest in the referral process for ELs. Research Design This qualitative research study was part of a yearlong multilevel project looking at the special education identification process for 16 ELs at two elementary schools in an urban district. The project involved data collection and analysis at the federal policy, district, school, and student levels. I used a combination of document analysis methods, participant observation research methods, and triangulation among interviews, field observations, and archival documents. Whereas the larger study investigated the entire special education identification process for ELs, this article focuses on just the referral process. Relevant data collected include interviews with school staff, observations of the referral process for ELs, and documents tied to the ELs’ special education referrals. Conclusions The educators in this study were found to adopt one of two stances regarding EL referrals to special education: wait to be sure and the sooner the better. These stances reflected educators’ beliefs about special education, ELs, and teachers. Teachers acted on these beliefs in way that led to the co-construction of “English learner” and “disability.” The findings suggest that educator beliefs about whether and when to refer ELs to special education serve as mechanisms that help to explain disproportionality for this student group. This study brings to light how the prevention of erroneous co-construction of EL and disability statuses requires changing the ways in which English learner and disability are conceptualized—shifting away from deficit views of these student groups and toward recognition of their many assets.

Special Education Referrals as an Index of Teacher Tolerance: Are Teachers Imperfect Tests?

1987 ◽  
Vol 54 (1) ◽  
pp. 32-40 ◽  
Author(s):  
Mark R. Shinn ◽  
Gerald A. Tindal ◽  
Deborah A. Spira
Keyword(s):  
Special Education ◽  
Regular Education ◽  
Broad Band ◽  
Classroom Teachers ◽  
Special Education Referrals ◽  
Teacher Bias ◽  
Naturally Occurring ◽  
Assessment Procedures ◽  
Identification Practices ◽  
Teacher Accuracy

The academic performances and naturally occurring characteristics of students referred by regular education classroom teachers for possible placement in special education programs were examined. Curriculum Based Assessment procedures were used with 570 grade 2 through 6 students referred because of reading difficulties. Teacher bias was examined by comparing the reading performances of referred students as a function of their sex and ethnicity and by comparing the percentages of students to the base rate population of low reading performers. Teacher accuracy was investigated using “narrow band” or “broad band” definitions. Findings indicated that teachers are both accurate and biased in the referral process. The implications of the findings are discussed in relationship to current identification practices and to the suggestion that teachers be treated as tests in lieu of current practice.

Special Education referrals: Failure to replicate student-teacher ethnicity interaction.

1983 ◽  
Vol 75 (5) ◽  
pp. 705-707 ◽  
Author(s):  
Sigmund Tobias ◽  
Mara Zibrin ◽  
Cindy Menell
Keyword(s):  
Special Education ◽  
Student Teacher ◽  
Special Education Referrals ◽  
Teacher Ethnicity

Efficacy of WAIS-R Short Forms with Special Education Referrals

Diagnostique ◽  
1986 ◽  
Vol 12 (1) ◽  
pp. 37-46
Author(s):  
Adrian R. Roberts ◽  
Charles L. Nicholson
Keyword(s):  
Special Education ◽  
Special Education Referrals ◽  
Short Forms
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