Author Type

Graduate Student

Date of Award

2003

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Smiley, Lydia R.

Abstract

This study investigated the effect of the disability labels learning disabilities (LD) and emotional handicaps (EH) on general education and special education teachers' willingness to refer students to gifted programs. Referral differences between general education and special education teachers were also examined. Two hundred forty-seven teachers (195 general education teachers and 52 special education teachers) from one south Florida school district participated in this study. Participants were randomly assigned to one of three conditions (no label, LD, EH) and asked to read a vignette describing a gifted student. All vignettes were identical except for one statement added to the LD or EH group stating the student had a disability. After reading the vignette, teachers completed a survey instrument with six questions regarding possible referral options. One of the six questions asked if they would refer the student to their school's gifted program. Teachers indicated their responses by circling one of four choices: strongly agree, agree, disagree or strongly disagree. Responses to the gifted referral question on the survey instrument served as the dependent variable. A 2 x 3 factorial analysis of variance (ANOVA) was used to evaluate the main effects of labeled conditions (three levels), teacher certification type (two levels), and the interaction between labeled condition and teacher type. Results indicated that teachers were significantly influenced by the LD and EH label when making referrals to gifted programs. Both special education and general education teachers were much less willing to refer students with disability labels to gifted programs than identically described students with no disability label. Additionally, when compared to general education teachers, special education teachers were less likely to refer a gifted student, with or without disabilities, to a gifted program. Implications were discussed and recommendations for future research were made.

Extent

151 p.

Comments

College of Education|Thesis (Ed.D.)--Florida Atlantic University, 2003.|FAU Electronic Theses and Dissertations Collection|College of Education

Identifier

FADT12076

Format

pdf

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