An Examination of the Perceptions of Decision Makers Regarding Challenging Behaviors Which May Lead to Special Education Placements

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Byrne, Michael Joseph

Contributors dc:contributor

• Paul Thurston

• Education, Special

Language dc:language

eng

Identifier

(MiAaPQ)AAI3223553

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79896