TEACHERS AND THE IDENTIFICATION PROCESS: MINORITY STUDENTS IN SPECIAL EDUCATION

Simple item page
dc.contributor.advisorMacDonald, Victoria-Mariaen_US
dc.contributor.authorDanner, Carlin Lindenen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2013-02-06T07:30:18Z
dc.date.available2013-02-06T07:30:18Z
dc.date.issued2012en_US
dc.description.abstractRacial, ethnic, and gender disproportionality in the field of Special Education is a phenomenon that has challenged our school systems since Brown v. The Board of Education (Blanchett 2006). This study of a Middle School in a Mid-Atlantic state is aimed to view disproportionality through the lens of the identification process (Kid Talk, Student Support Team Meetings, and Initial Individual Education Plan meeting). It is a qualitative study that included observations of initial IEP meetings and interviews with five professionals within the school setting. These interviews included two general educators, two special education teachers, and one administrator. Through a comprehensive data analysis, it was found that for these individuals the introduction of students into the special education depends upon a complex set of factors that include: teacher preparation, the perception of the teacher by their colleagues, and the student's academic/behavioral struggles, amongst others. Some recommendations include further professional development in the identification process and cultural competence.en_US
dc.identifier.urihttp://hdl.handle.net/1903/13576
dc.subject.pqcontrolledSpecial educationen_US
dc.subject.pqcontrolledEthnic studiesen_US
dc.subject.pquncontrolledDisproportionalityen_US
dc.subject.pquncontrolledIdentification Processen_US
dc.subject.pquncontrolledqualitativeen_US
dc.subject.pquncontrolledraceen_US
dc.subject.pquncontrolledSpecial Educationen_US
dc.titleTEACHERS AND THE IDENTIFICATION PROCESS: MINORITY STUDENTS IN SPECIAL EDUCATIONen_US
dc.typeThesisen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Danner_umd_0117N_13893.pdf
Size:
762.29 KB
Format:
Adobe Portable Document Format
Download

Collections

UMD Theses and Dissertations
Teaching, Learning, Policy & Leadership Theses and Dissertations