Classroom teachers are vital stakeholders in the ultimate success of programs for children with special needs. These teachers are responsible for recognizing individual learning needs and referring those students for services. In most instances, classroom teachers are responsible for assisting specialists with planning and making modifications in the regular classroom to accommodate the learning needs of diverse learners. This manuscript addresses concerns related to the lack of classroom teachers’ knowledge regarding learning disabilities and giftedness when there is a lack of training and support offered to them. It also addresses many positive effects and results when classroom teachers are involved in staff development and collaborative efforts which heighten their awareness and knowledge of special needs. Educating classroom teachers, regarding special education or gifted education, is the responsibility of administrators or specialists who oversee programs. This review of literature and use of micro-ethnographic methodology to examine 59 classroom teacher interviews provides evidence and suggestions for raising awareness among specialists in gifted and special education as they prepare to assist other educators with referrals and accommodations for children with diverse learning needs.
| Published in | Psychology and Behavioral Sciences (Volume 9, Issue 1) |
| DOI | 10.11648/j.pbs.20200901.11 |
| Page(s) | 1-5 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Gifted, Inservice, Perceptions of Classroom Teachers, Referral, Special Services, Staff Development
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APA Style
Julie Lamb-Milligan, Gwen Neal. (2020). A Micro-Ethnographic Approach: Investigating Classroom Teachers’ Knowledge of Students with Special Needs. Psychology and Behavioral Sciences, 9(1), 1-5. https://doi.org/10.11648/j.pbs.20200901.11
ACS Style
Julie Lamb-Milligan; Gwen Neal. A Micro-Ethnographic Approach: Investigating Classroom Teachers’ Knowledge of Students with Special Needs. Psychol. Behav. Sci. 2020, 9(1), 1-5. doi: 10.11648/j.pbs.20200901.11
AMA Style
Julie Lamb-Milligan, Gwen Neal. A Micro-Ethnographic Approach: Investigating Classroom Teachers’ Knowledge of Students with Special Needs. Psychol Behav Sci. 2020;9(1):1-5. doi: 10.11648/j.pbs.20200901.11
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Download@article{10.11648/j.pbs.20200901.11,
author = {Julie Lamb-Milligan and Gwen Neal},
title = {A Micro-Ethnographic Approach: Investigating Classroom Teachers’ Knowledge of Students with Special Needs},
journal = {Psychology and Behavioral Sciences},
volume = {9},
number = {1},
pages = {1-5},
doi = {10.11648/j.pbs.20200901.11},
url = {https://doi.org/10.11648/j.pbs.20200901.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20200901.11},
abstract = {Classroom teachers are vital stakeholders in the ultimate success of programs for children with special needs. These teachers are responsible for recognizing individual learning needs and referring those students for services. In most instances, classroom teachers are responsible for assisting specialists with planning and making modifications in the regular classroom to accommodate the learning needs of diverse learners. This manuscript addresses concerns related to the lack of classroom teachers’ knowledge regarding learning disabilities and giftedness when there is a lack of training and support offered to them. It also addresses many positive effects and results when classroom teachers are involved in staff development and collaborative efforts which heighten their awareness and knowledge of special needs. Educating classroom teachers, regarding special education or gifted education, is the responsibility of administrators or specialists who oversee programs. This review of literature and use of micro-ethnographic methodology to examine 59 classroom teacher interviews provides evidence and suggestions for raising awareness among specialists in gifted and special education as they prepare to assist other educators with referrals and accommodations for children with diverse learning needs.},
year = {2020}
}
TY - JOUR T1 - A Micro-Ethnographic Approach: Investigating Classroom Teachers’ Knowledge of Students with Special Needs AU - Julie Lamb-Milligan AU - Gwen Neal Y1 - 2020/02/28 PY - 2020 N1 - https://doi.org/10.11648/j.pbs.20200901.11 DO - 10.11648/j.pbs.20200901.11 T2 - Psychology and Behavioral Sciences JF - Psychology and Behavioral Sciences JO - Psychology and Behavioral Sciences SP - 1 EP - 5 PB - Science Publishing Group SN - 2328-7845 UR - https://doi.org/10.11648/j.pbs.20200901.11 AB - Classroom teachers are vital stakeholders in the ultimate success of programs for children with special needs. These teachers are responsible for recognizing individual learning needs and referring those students for services. In most instances, classroom teachers are responsible for assisting specialists with planning and making modifications in the regular classroom to accommodate the learning needs of diverse learners. This manuscript addresses concerns related to the lack of classroom teachers’ knowledge regarding learning disabilities and giftedness when there is a lack of training and support offered to them. It also addresses many positive effects and results when classroom teachers are involved in staff development and collaborative efforts which heighten their awareness and knowledge of special needs. Educating classroom teachers, regarding special education or gifted education, is the responsibility of administrators or specialists who oversee programs. This review of literature and use of micro-ethnographic methodology to examine 59 classroom teacher interviews provides evidence and suggestions for raising awareness among specialists in gifted and special education as they prepare to assist other educators with referrals and accommodations for children with diverse learning needs. VL - 9 IS - 1 ER -
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