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dc.contributor.authorCallen, Kerriann
dc.date.accessioned2021-09-07T22:05:25Z
dc.date.available2021-09-07T22:05:25Z
dc.date.issued2004-05-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6090
dc.description.abstractTeachers 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.
dc.subjectSpecial Education
dc.subjectTeacher Referral
dc.subjectEducation Disparity
dc.subjectSpecial Needs
dc.subjectAcademic Needs
dc.subjectDiagnosis And Referral
dc.titleDo Biases and Experiences of Elementary Teachers Affect the Referral Process?
dc.typethesis
refterms.dateFOA2021-09-07T22:05:25Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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