NotesFAQContact Us
Search Tips
ERIC Number: ED287241
Record Type: RIE
Publication Date: 1987-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
The Impact of Teacher and Student Variables in Predicting Referral to Special Education.
Kelemen-Lohnas, Eve J.
The study investigated factors responsible for referral and placement of elementary grade learning disabled students. Nine teachers with a total of 212 students rated students for such factors as teachability, motivation, social skills, and academic potential. Other measures included the Home Language Survey and the Comprehensive Test of Basic Skills. Discriminant analyses were performed to determine: (1) factors which differentiate referred and nonreferred students; and (2) an equation to distinguish between referred students placed in special programs and those not placed. Students who had not been referred were classified to determine whether they would have been placed by the formula if referred. Results included the following: the best predictor of referral was the teacher's evaluation of the student's ability to perform in a regular class the following year; the best predictor of referred students actually placed in special education was the teacher's rating of the child's level of motivation during class activities. Results supported previous findings that the teacher's decision to refer is the major factor in special education placement and that a decision making strategy known as anchoring (in which most credence is given to initial information) appeared to be operating. (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).