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Social and Behavioral Sciences Commons™
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Articles 1 - 3 of 3
Full-Text Articles in Social and Behavioral Sciences
An Analysis Of Parental Involvement At Iep Conferences For Students With Hearing Impairments, Kristina S. Kroeker Parker
An Analysis Of Parental Involvement At Iep Conferences For Students With Hearing Impairments, Kristina S. Kroeker Parker
Masters Theses
Legislation of the 1970's and 80's mandated parental involvement in the development of special education plans for children with disabilities. The literature has indicated that parents are often passive recipients of information (Goldstein, Strickland, Turnbull, & Curry, 1980) even though parent involvement in a child's education has been associated with academic success (Epstein, 1990). An observational analysis of eighteen IEP conferences for children with hearing impairments receiving services through the Eastern Illinois Area Special Education Cooperative was completed. Observers recorded the frequency of verbal participation by the parents, and parents and teachers completed questionnaires addressing satisfaction and perceptions of involvement …
The Comparison Of The Academic And Behavioral Characteristics Of Children With Mild Traumatic Brain Injury And Children With Learning Disabilities, Leah R. Pace
Masters Theses
This study investigated the differences of academic and behavioral characteristics of children with a suggested history of mild traumatic brain injury (MTBI) and children with learning disabilities (LD). Parents were given a survey which asked about their child's history of any blow or hit to the head. Teachers were also given a survey which included a rating scale for specific academic and behavioral characteristics. Results indicated that the MTBI group was not different from the LD group. However, there was a significant difference between those children who had a blow or hit to the head that resulted in a loss …
Referral Biases In The Schools, Camela P. Hayes
Referral Biases In The Schools, Camela P. Hayes
Masters Theses
Biases influencing teachers' referral decisions for special education services were examined. Specific biases identified and addressed pertained to students' type of problem behavior, gender and socio-economic status (SES). Subjects included 120 regular elementary school teachers from the western Chicagoland area. A total of 8 vignettes describing a child with varying behavior difficulties, gender and SES, along with 2 questionnaires were utilized. An Analysis of Variance revealed that teachers are less tolerant of students who are disruptive and are more apt to refer them than students with emotional difficulties less overt in their manifestation. The effects of SES on referral decisions …