Teacher Perceptions of the Behavioral Adjustment of Primary Grade Level Handicapped Pupils Within Regular and Special Education Settings

The group of elementary mathematics teachers who have never used a number line as a teaching device is becoming smaller each year. During the past three years many articles have been written and many guides prepared to help a teacher use the number line in introducing mathematical concepts to students at the primary grade level.

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Special teacher perceptions of vocational education for mildly handicapped students in rural, urban, and suburban high schools

Rural Special Education Quarterly ◽

10.1177/875687058700800306 ◽

1987 ◽

Vol 8 (3) ◽

pp. 33-39

Author(s):

Cleborne D. Maddux ◽

Steve Arvig

Keyword(s):

Special Education ◽

High Schools ◽

Teacher Perceptions ◽

Vocational Education ◽

Special Education Teacher ◽

Vocational Programs ◽

Demographic Information ◽

Education Teacher ◽

Suburban High Schools ◽

Interest Inventories

A questionnaire was mailed to a special education teacher in each of the 127 high schools in the state of Arizona. The questionnaire included demographic information and five questions related to career and vocational education for mildly handicapped students. Most high schools report administering vocational interest inventories, but less than 60% actually use the results when placing students into vocational programs. Analysis of the data after categorizing schools as rural, urban, and suburban indicates significantly different responses on three of the five questions, with fewer rural schools administering interest inventories, using the results of such inventories for placement, and placing mildly handicapped students in special vocational programs.

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Academic, Social, and Behavioral Adjustment for Students Declassified from Special Education

Council review ◽

10.1177/001440299606300108 ◽

1996 ◽

Vol 63 (1) ◽

pp. 89-100 ◽

Cited By ~ 9

Author(s):

Elaine Carlson ◽

Lucian Parshall

Keyword(s):

Special Education ◽

General Education ◽

Preliminary Investigation ◽

Behavioral Adjustment ◽

Special Education Students ◽

Department Of Education ◽

Full Time ◽

Special Education Services ◽

Education Students ◽

The Past

Each year 7% of Michigan's special education students return to full-time general education programs through declassification. In a preliminary investigation of declassification from special education, the authors analyzed data collected by the Michigan Department of Education over the past 5 years. Respondents suggested that, as a group, students declassified from special education are academically, socially, and behaviorally well adjusted; but teachers or counselors of 11% of the declassified students felt that these students continued to require special education services. Within 3 years, 4% of declassified students had returned to special education. Particularly noteworthy were the relatively poor results for declassified students with emotional impairments.

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A Statewide Exploration of the Nature and Use of Curriculum in Special Education

Council review ◽

10.1177/001440299506200106 ◽

1995 ◽

Vol 62 (1) ◽

pp. 68-83 ◽

Cited By ~ 21

Author(s):

Deanna J. Sands ◽

Lois Adams ◽

Donna M. Stout

Keyword(s):

Special Education ◽

Students With Disabilities ◽

Special Education Teachers ◽

Grade Level ◽

Life Skill ◽

Beliefs And Practices ◽

Service Delivery Models ◽

Grade Levels ◽

Compensatory Skills ◽

Delivery Models

This study reports the results of a statewide survey of the beliefs and practices, regarding curriculum, of 341 elementary and secondary special education teachers serving students with a variety of disabilities. Findings indicate that (a) teacher training in curriculum development occurs mostly on the job; (b) teachers want training in teaching compensatory skills and life skills; (c) teachers believe that the IEP constitutes the curriculum for students with disabilities; (d) teacher judgment primarily guides the content of classroom instruction; (e) teachers focus principally on academic remediation versus life-skill or other instruction; (f) curriculum focus varies little across service-delivery models, but does vary by grade level; and (g) minimal articulation of curriculum exists across grade levels.

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Subgrouping of Korean Readers Based on Reading Achievement and the Relation of Cognitive-Linguistic Variables to the Subgroups

Learning Disability Quarterly ◽

10.1177/0731948720958140 ◽

2020 ◽

pp. 073194872095814

Author(s):

Ae-Hwa Kim ◽

Ui Jung Kim ◽

Jae Chul Kim ◽

Sharon Vaughn

Keyword(s):

Reading Achievement ◽

Grade Level ◽

Rapid Naming ◽

Primary Grade ◽

Poor Readers ◽

Linguistic Variables ◽

Intermediate Grade ◽

Cognitive Linguistic ◽

Poor Comprehenders ◽

Average Readers

The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by disaggregating into primary grade level (i.e., Grades 1–3) and intermediate grade level (i.e., Grades 4–6). The main results are summarized as follows. First, three subgroups of readers were found based on the reading achievement for the primary grade level: “very poor word readers and poor comprehenders,” “poor readers,” and “average readers.” Second, four subgroups of readers were found based on the reading achievement for the intermediate grade level: “very significantly poor readers,” “very poor readers,” “average word readers but poor comprehenders,” and “average readers.” Third, vocabulary, rapid naming, phonological memory, and phonological awareness were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the primary grade level. Fourth, phonological memory, rapid naming, sentence repetition, and listening comprehension were cognitive-linguistic variables that significantly differentiated “very poor readers” and “poor readers” from “average readers” for the intermediate grade level. This article also discusses the limits of this research and the implications in practice. Finally, this article touches upon the direction of future studies.

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Implementing Effective Student Support Teams

Preparing Pre-Service Teachers for the Inclusive Classroom - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1753-5.ch013 ◽

2016 ◽

pp. 248-262

Author(s):

Tricia Crosby-Cooper ◽

Dina Pacis

Keyword(s):

Special Education ◽

Problem Solving ◽

General Education ◽

Teacher Perceptions ◽

Student Support ◽

Special Education Eligibility ◽

Support Teams ◽

Student Support Teams ◽

Problem Solving Process ◽

K 12

Pre-service teachers in a K-12 setting, encounter students in need of academic and behavioral supports. One method of providing supports to struggling students in the general education and special education setting is through the problem-solving process of pre-referral intervention, hence forth referred to as Student Support Teams (SST) within Response-to-Intervention. During the SST process, student's academic and/or behavioral difficulties are considered through a multidisciplinary approach. Research demonstrates the use of a multi-tiered problem solving approach as a means to provide supports for students prior to special education eligibility and placement. Additionally, there are concerns regarding implementation and teacher perceptions (Powers, 2001) on the effectiveness of the intervention and collaboration between general education and special education teachers (Graden, 1989). This chapter discusses historical aspects, purpose and process, best practices, and challenges of SSTs, while presenting strategies for teachers and educators to effectively implement the SST process.

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Examining Racial Disparities in Teacher Perceptions of Student Disabilities

Teachers College Record ◽

10.1177/016146811711900703 ◽

2017 ◽

Vol 119 (7) ◽

pp. 1-32

Author(s):

North Cooc

Keyword(s):

Special Education ◽

Teacher Perceptions ◽

Racial Disparities ◽

Minority Students ◽

Asian Americans ◽

Teacher Perception ◽

Racial Minority ◽

Background Characteristics ◽

Student Background ◽

Racial Minority Students

Background/Context The overrepresentation of some minority groups in special education in the United States raises concerns about racial inequality and stratification within schools. While many actors and mechanisms within the school system may contribute to racial disparities in special education, the role of teachers is particularly important given that teachers are often the first ones to refer students for services. Previous studies examining biases in teacher perception of student disability have used simulations and vignettes that lack information on how teachers may perceive their own students. Purpose of the Study This study examined whether teachers disproportionately perceive minority students as having a disability based on survey information from teachers about their students. The study provides additional insight into teacher perception of student disability by accounting for student background, teacher traits, and school characteristics. Research Design The study used data on a nationally representative sample of high school sophomores from the Education Longitudinal Study of 2002. The dataset included surveys that asked teachers about their students, including whether they perceived them to have a disability. Logistic regression models were used to model the relationship between teacher perception of student disability and student race, controlling for background factors relevant to identification for a disability. Results The findings show that while teachers were more likely to perceive Black, Hispanic, and Native American students as having a disability compared to White students, controlling for individual background characteristics and school contextual factors often resulted in underidentification. The exception is Asian Americans, who were consistently less likely to be perceived to have a disability. Conclusions/Recommendations Since teachers were less likely to perceive certain racial minority students as having a disability when accounting for student background characteristics, the finding provides a different perspective on how teachers may contribute to disproportionality in special education. The results also raise concerns about whether racial minority students are appropriately identified for services, especially Asian Americans who were consistently less likely to be perceived to have a disability, even when their achievement and behavior were similar to those of other students. Policies and practices should focus on using culturally and linguistically appropriate methods to identify students who may have disabilities.

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Implementing Effective Student Support Teams

Accessibility and Diversity in Education ◽

10.4018/978-1-7998-1213-5.ch009 ◽

2020 ◽

pp. 163-178

Author(s):

Tricia Crosby-Cooper ◽

Dina Pacis

Keyword(s):

Special Education ◽

Problem Solving ◽

General Education ◽

Teacher Perceptions ◽

Student Support ◽

Special Education Eligibility ◽

Support Teams ◽

Student Support Teams ◽

Problem Solving Process ◽

K 12

Pre-service teachers in a K-12 setting, encounter students in need of academic and behavioral supports. One method of providing supports to struggling students in the general education and special education setting is through the problem-solving process of pre-referral intervention, hence forth referred to as Student Support Teams (SST) within Response-to-Intervention. During the SST process, student's academic and/or behavioral difficulties are considered through a multidisciplinary approach. Research demonstrates the use of a multi-tiered problem solving approach as a means to provide supports for students prior to special education eligibility and placement. Additionally, there are concerns regarding implementation and teacher perceptions (Powers, 2001) on the effectiveness of the intervention and collaboration between general education and special education teachers (Graden, 1989). This chapter discusses historical aspects, purpose and process, best practices, and challenges of SSTs, while presenting strategies for teachers and educators to effectively implement the SST process.

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Teacher Perceptions of Student Affect

American Educational Research Journal ◽

10.3102/00028312017001061 ◽

1980 ◽

Vol 17 (1) ◽

pp. 61-73 ◽

Cited By ~ 5

Author(s):

Richard S. Prawat

Keyword(s):

Elementary School ◽

Content Analysis ◽

Teacher Perceptions ◽

Elementary School Teachers ◽

Grade Level ◽

School Teachers ◽

Interpersonal Adjustment ◽

Student Affect ◽

Written Descriptions ◽

The Individual

A content analysis was performed on a sample of written descriptions of classroom events provided by 84 elementary school teachers in which they focused on the affective or noncognitive behavior of students. The analysis indicated that (a) students’ interpersonal adjustment is of greater concern to teachers than their intrapersonal adjustment; (b) the individual is not necessarily the preferred unit in teachers’ descriptions of student affect; (c) groups and individuals are talked about differently; and (d) teacher perceptions of student affect are related to background factors such as grade level taught.

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Elementary 1:1 iPad Implementation: Successes and Struggles During the First Year

Journal of Educational Technology Systems ◽

10.1177/0047239517737965 ◽

2017 ◽

Vol 46 (4) ◽

pp. 463-484 ◽

Cited By ~ 3

Author(s):

Denise K. Frazier ◽

Anastasia M. Trekles

Keyword(s):

Professional Development ◽

Elementary Teachers ◽

Teacher Perceptions ◽

Mixed Method ◽

Grade Level ◽

Inquiry Learning ◽

First Year ◽

Curriculum Management ◽

Technical Problems

This mixed-method case study followed K-5 elementary teachers through their first year of 1:1 iPad adoption in one elementary school. All teachers in the school were surveyed in September and December 2015 and May 2016. Focus groups consisting of two teachers from each grade level were held during these same months. Teacher perceptions were gathered in regard to iPads in curriculum, management, differentiation, collaboration, assessment, and inquiry learning. Struggles during the first year included lack of professional development, rushed decisions made by administration, technical problems, and poor planning. Success was found in differentiation and improvement throughout the year.

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