The purpose of the study was to identify the reasons stated by ACT
primary school teachers for referral of students for specialist
assistance, and the type of specialist assistance given to referred
students.
The study also compared student referrals in Resource Teacher and
Non-Resource Teacher Schools, and examined what patterns were
reflected in this sample of primary school student referrals.
This study had two sections; an examination of: 1) primary school
student referrals and 2) primary school teacher attitudes towards
learning difficulties and behavioural difficulties children. The
identification of courses undertaken by teachers which were helpful
in teaching students with learning and behavioural difficulties were
also compared to teacher attitudes. These results were compared
with those of Bourke (1985), a previous study of ACT teacher
attitudes towards learning difficulties students.
The study confirmed findings within the literature review that
classroom teachers were the major source of student referrals for
specialist services and that two important student variables
impacted upon referral. The student variables, student gender and
behaviour were found to have a significant effect upon referral.
Boys were referred more often in both samples of schools with girls
more likely to be referred in Resource Teacher Schools. Referred
students were more likely to have no reported behaviour problems
in Resource Teacher Schools.
There were differences in the patterns of referral in Resource and
Non-Resource Teacher Schools, ie service response to referral,
parents' role and attitudes of teachers.
| Identifer | oai:union.ndltd.org:ADTP/219487 |
| Date | January 1990 |
| Creators | Yeo, Frances Jacqueline, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Frances Jacqueline Yeo |
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