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WHO'S HELPING OUR BOYS: A STUDY OF THE INTERVENTION AND REFERRAL SERVICES PROCESS IN DISTRICT J./ by Lori Jones

出版	College of Saint Elizabeth, 2011
URL	http://books.google.com.hk/books?id=EEphygAACAAJ&hl=&source=gbs_api

註釋The purpose of this study was to investigate the I & RS process in relation to the disproportionate number of boys referred for special education in the elementary grades. The study focused on teacher understanding of the I & RS process, teacher training in the I & RS process, and teacher expectations for both boy and girl students in their classrooms. It also centered on the administrators' perspective about the I & RS process and teacher expectations. Elementary teachers completed a survey that asked questions relating to the I & RS process, training, and differing expectations of their boy and girl students. Administrators were interviewed to gather their perspective on the I & RS process. Archival data was collected for the current school year and was compared and contrasted with the survey and interview results. Major findings were determined from this study. Those findings were: (1) that teachers understood the I & RS process and thought it was effective and productive, (2) more boys than girls were referred to I & RS, (3) both teachers and administrators believed the eight-week process took too long, (4) administrators and teachers believed they did not receive enough training in the I & RS process in their current district, (5) there was no consistency between the four elementary buildings in the implementation of the I & RS format, (6) teachers believed boys are less disruptive than girls, while administrators believe the opposite, (7) teachers believed they have the same learning and behavioral expectations for both boys and girls, (8) teachers believed they did not over-refer boys, and (9) administrators think teachers do over-refer boys. Contradictions were found in this study. The research indicated teachers believed the I & RS process was effective and productive, teachers do not have differing expectations for both boy and girl students, and teachers and administrators do not receive enough training in the I & RS process. However, the archival data and literature proposed more training was needed in the I & RS process. There was an enormous difference between the number of referrals for boys versus girls to I & RS and CST signifying teachers may in fact have differing expectations for their students.