Emotionally/Behaviorally Disabled
Educators' Referral and Placement Decisions to Gifted and Talented Programs
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Socio-culturally diverse students with disabilities are underrepresented in gifted and talented programs. This study investigated the differences in educators referral and placement decisions based on a students disability label, socio-economic status (SES), and ethnicity. Two hundred and eighty five educators (classroom teachers, school counselors, school psychologists, and school social workers) across a Florida school district participated in the study. Educators were randomly assigned to treatment and control case vignettes that described a student with emotional/behavioral disabled (EBD) ...
Socio-culturally diverse students with disabilities
are underrepresented in gifted and talented
programs. This study investigated the differences in
educators referral and placement decisions based on
a students disability label, socio-economic status
(SES), and ethnicity. Two hundred and eighty five
educators (classroom teachers, school counselors,
school psychologists, and school social workers)
across a Florida school district participated in the
study. Educators were randomly assigned to
treatment and control case vignettes that described
a student with emotional/behavioral disabled (EBD)
and gifted characteristics. A three-way
factorial Analysis of Variance (ANOVA) was used to
measure the differences in educators referral and
placement decisions based on a student s disability
label, socio-economic status, and ethnicity.
Implications are discussed and recommendations for
future research are made.
are underrepresented in gifted and talented
programs. This study investigated the differences in
educators referral and placement decisions based on
a students disability label, socio-economic status
(SES), and ethnicity. Two hundred and eighty five
educators (classroom teachers, school counselors,
school psychologists, and school social workers)
across a Florida school district participated in the
study. Educators were randomly assigned to
treatment and control case vignettes that described
a student with emotional/behavioral disabled (EBD)
and gifted characteristics. A three-way
factorial Analysis of Variance (ANOVA) was used to
measure the differences in educators referral and
placement decisions based on a student s disability
label, socio-economic status, and ethnicity.
Implications are discussed and recommendations for
future research are made.
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