{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/68876"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/68876","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Special Education Referral Practices of Regular Classroom Teachers","abstract":"Classroom teachers' uses and perceptions of the special education referral system were investigated by collecting information from teacher interviews, referral records, and questionnaires submitted to principals. Thirty-nine classroom teachers--21 elementary and 18 junior high--were randomly selected from a single midwestern school district serving approximately 5,000 students. Teachers were interviewed concerning their decision-making practices when initiating referrals for mildly handicapped students, their characterizations of referred students' problems, and their satisfaction with the existing referral system. Techniques of content analysis were used to develop categories from the interview responses to describe how the referral process is utilized. The data indicate variability in the degree to which teachers attempt interventions prior to making referrals, in the functions the referral decision fills, and in teachers' uses of support services personnel prior to referral. The reasons offered for referring particular students also vary greatly but include primarily mild problems which do not readily imply the need for intensive special education services. District practices suggest that the majority of referred students are evaluated, identified as handicapped, and subsequently receive special education services. Policy implications of these results are discussed in terms of potential teacher bias in the referral and identification process and issues of accessibility of special education services for students with mild learning and behavior problems.","abstract_html":"Classroom teachers' uses and perceptions of the special education referral system were investigated by collecting information from teacher interviews, referral records, and questionnaires submitted to principals. Thirty-nine classroom teachers--21 elementary and 18 junior high--were randomly selected from a single midwestern school district serving approximately 5,000 students. Teachers were interviewed concerning their decision-making practices when initiating referrals for mildly handicapped students, their characterizations of referred students' problems, and their satisfaction with the existing referral system. Techniques of content analysis were used to develop categories from the interview responses to describe how the referral process is utilized. The data indicate variability in the degree to which teachers attempt interventions prior to making referrals, in the functions the referral decision fills, and in teachers' uses of support services personnel prior to referral. The reasons offered for referring particular students also vary greatly but include primarily mild problems which do not readily imply the need for intensive special education services. District practices suggest that the majority of referred students are evaluated, identified as handicapped, and subsequently receive special education services. Policy implications of these results are discussed in terms of potential teacher bias in the referral and identification process and issues of accessibility of special education services for students with mild learning and behavior problems.","abstract_has_math":false,"creators":["Pugach, Marleen Carol"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:49:35Z","date_published":"2014-12-15T18:49:35Z","updated_at":"2026-07-22T22:25:59Z","subjects":["Education, Special"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8324627"],"render_values":[{"text":"(UMI)AAI8324627","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/68876","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Pugach, Marleen Carol"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:49:35Z","10000-01-01","1983"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Special"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/68876","(UMI)AAI8324627"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Classroom teachers' uses and perceptions of the special education referral system were investigated by collecting information from teacher interviews, referral records, and questionnaires submitted to principals. Thirty-nine classroom teachers--21 elementary and 18 junior high--were randomly selected from a single midwestern school district serving approximately 5,000 students. Teachers were interviewed concerning their decision-making practices when initiating referrals for mildly handicapped students, their characterizations of referred students' problems, and their satisfaction with the existing referral system. Techniques of content analysis were used to develop categories from the interview responses to describe how the referral process is utilized. The data indicate variability in the degree to which teachers attempt interventions prior to making referrals, in the functions the referral decision fills, and in teachers' uses of support services personnel prior to referral. The reasons offered for referring particular students also vary greatly but include primarily mild problems which do not readily imply the need for intensive special education services. District practices suggest that the majority of referred students are evaluated, identified as handicapped, and subsequently receive special education services. Policy implications of these results are discussed in terms of potential teacher bias in the referral and identification process and issues of accessibility of special education services for students with mild learning and behavior problems.","Made available in DSpace on 2014-12-15T18:49:35Z (GMT). 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Thirty-nine classroom teachers--21 elementary and 18 junior high--were randomly selected from a single midwestern school district serving approximately 5,000 students. Teachers were interviewed concerning their decision-making practices when initiating referrals for mildly handicapped students, their characterizations of referred students' problems, and their satisfaction with the existing referral system. Techniques of content analysis were used to develop categories from the interview responses to describe how the referral process is utilized. The data indicate variability in the degree to which teachers attempt interventions prior to making referrals, in the functions the referral decision fills, and in teachers' uses of support services personnel prior to referral. The reasons offered for referring particular students also vary greatly but include primarily mild problems which do not readily imply the need for intensive special education services. District practices suggest that the majority of referred students are evaluated, identified as handicapped, and subsequently receive special education services. Policy implications of these results are discussed in terms of potential teacher bias in the referral and identification process and issues of accessibility of special education services for students with mild learning and behavior problems.","Made available in DSpace on 2014-12-15T18:49:35Z (GMT). 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