An Examination of the Perceptions of Decision Makers Regarding Challenging Behaviors Which May Lead to Special Education Placements
Byrne, Michael Joseph
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https://hdl.handle.net/2142/79896
Description
Title
An Examination of the Perceptions of Decision Makers Regarding Challenging Behaviors Which May Lead to Special Education Placements
Author(s)
Byrne, Michael Joseph
Issue Date
2006
Doctoral Committee Chair(s)
Paul Thurston
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Special
Language
eng
Abstract
Surveys were made available via the internet to all regular education teachers of Black Oak District (n=70). There were 44 surveys (63%) completed and submitted for review. All seven of the Black Oak administrators were interviewed including the superintendent, assistant superintendent, special education director and principals. The teachers' responses to questions involving special education referrals, professional development needs, and appropriate student programming indicated that teachers perceived a need to make referrals for students exhibiting a variety of challenging behaviors. Teachers felt a strong need for professional development in order to work effectively with students with challenging behaviors. As the behaviors described in the survey became more overt and aggressive, teachers indicated a proportionate need for programming outside the regular setting. Teacher responses did not reveal factors to suggest a low special education identification rate for students with challenging behaviors, as is the case in their district. Most noteworthy was the interview with the special education director who expressed a strong belief that students should be educated in the general education setting, whenever possible. In Black Oak District, it is likely that administrative influence is the primary factor leading to a low identification rate for students with challenging behaviors.
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