{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79896"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79896","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"An Examination of the Perceptions of Decision Makers Regarding Challenging Behaviors Which May Lead to Special Education Placements","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Byrne, Michael Joseph"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Paul Thurston"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:54:25Z","date_published":"2015-09-25T19:54:25Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Special"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3223553"],"render_values":[{"text":"(MiAaPQ)AAI3223553","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79896","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Paul Thurston"]},{"key":"dc:creator","label":"Author","values":["Byrne, Michael Joseph"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:54:25Z","10000-01-01","2006"]},{"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":["Ed.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":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79896","(MiAaPQ)AAI3223553"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Surveys were made available via the internet to all regular education teachers of Black Oak District (n=70). 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