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ERIC Number: ED513798
Record Type: Non-Journal
Publication Date: 2009
Pages: 126
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1095-5462-5
ISSN: N/A
Gender Differences in Behavior-Related Special Education Supports in Elementary Students with Learning Disabilities
Hassett, Kristen Spring
ProQuest LLC, Ph.D. Dissertation, University of Houston
Gender stereotypes abound in materials (AAUW, 1992; Kratovil & Bailey, 1986; Shafer & Shevitz, 2001), perceptions/expectations (AAUW; Stinnett, Bull, Koonce, & Aldridge, 1999), and vocational training (AAUW; Arms, Bickett, & Graf, 2008; Hanson & Smith, 2001). Achievement measures indicate that girls may be doing better than boys (Corbett, Hill, & St. Rose, 2008), contrary to standardized testing/post-high school outcomes (Elwood, 2005). Gender disproportion in special education admission (Oswald, Best, Coutinho, Nagle, 2003) is related to social factors (e.g., gender differences in behavior) (Coutinho & Oswald, 2005; MacMillan, Oswald et al., 2002; Wehmeyer & Schwartz, 2001a). Teacher bias/socialization of gender roles contribute to boys being identified more (Skarbrevik; Wehmeyer & Schwartz). Girls tend to be under-referred (Rousso, 2001). Failure provide services to girls with learning disabilities (LD) leads to difficulties in adulthood (Young, Kim, & Gerber, 1999). The limited information available about girls who receive special education services indicates that gender inequity exists in programming (Kratovil & Bailey, 1996; Wehmeyer & Schwartz, 2001a;): placement in more restrictive environments (Wehmeyer & Schwartz), fewer related services, less/inferior vocational training (Kratovil & Bailey; Mertens, Wilson, & Mounty, 2007; Shaffer & Shevitz, 2001) and poorer outcomes (Arms et al., 2008; Doren & Benz, 2001; Lichtenstein, 1996; Rouso, 2001). This study examined gender differences in behavior-related special education supports using a clustered design with previously collected data in two suburban/urban school districts on students with LD (n=1054). In District A only, boys had significantly more behavior-related supports than girls. Boys in District A only had a higher percentage of behavior-related supports out of all supports. No gender differences were found in either district for whether students had one or more behavior-related support. Boys in District B were significantly more likely to have behavior improvement approach as a support. Results indicate that boys have more behavior-related supports than girls in District A, but not in District B. Results indicated that the school student's attend affected outcomes (in District B). However, results should be interpreted with caution due to methodological limitations. Results suggest the need for broader examination of programming and how IEP teams design students' IEPs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A