General education teachers and special education decisions: the role of teacher efficacy and type of student challenge on placement recommendations

Kaufman, J. (Judith)¹, Pierre-Louis, R. (Rachell)², , , , , ,
¹Fairleigh Dickinson University, 1000 River Road, NJ07666, Teaneck
²Fairleigh Dickinson University, 1000 River Road, NJ07666, Teaneck, USA

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

Special Education Placement, Behavior or academic challenges, Teacher Efficacy, Inclusion, classroom management, least restrictive environment

Summary

The Individuals Disability Education Act provide protections to students with disabilities to receive a free and appropriate education in the least restrictive environment. Research suggests that teachers are influential in the special education referral process (Soodak & Podell, 1993). Furthermore, teachers’ referral decisions are influenced by various teacher and student characteristics. The research suggests that the benefits of an inclusive educational setting outweighs a segregated classroom for students with disabilities (SWD’s). Teachers are influential in special education decision making yet, despite this, research has been limited in determining the factors that influence teachers’ special education placement decisions. This study sought to examine the impact of teacher efficacy and type of student challenge on teachers’ special education placement recommendation for SWD’s. All teachers were placed in a high or low teacher efficacy group based on their responses on the teacher sense of efficacy scale (TSES). Teachers were required to read two case vignettes that were identical in description with the exception of type of student challenge presented (behavioral or academic) and make one of five placement recommendations decisions. Correlational analysis found a small inverse correlation between efficacy of classroom management and level of restrictiveness in placement (r = .219, <. 05). A two-way mixed ANOVA was conducted to determine the main and interaction effects of type of student challenge and level of efficacy on teachers’ placement recommendations. Results indicate that teachers with high efficacy were more likely to recommend a more restrictive placement for students that present with behavioral challenges than teachers with low efficacy. Students with academic challenges were recommended for inclusive settings irrespective of level of teacher efficacy.  Limitation and implications for further research are suggested.

 

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