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• W948739757 abstract "This study examines the way in which teacher referral practices affect the ratio of females to males among Learning Disabled (LD) students. The current ratio of females to males in the Learning Disabled population is approximately one female to three males. In this study teaehers were requested to complete a ehecklist on students referred for psychoeducational testing and on matching non-referred students. The checklist contains six sub-scales, one on learning disability and the remaining fwe on various aspects of behaviour. The two principal behaviours with which this study is concerned are withdrawn behaviour and aggressive behaviour. According to present modes of sex-stereotyping, withdrawn behaviour tends to be associated more with females, while aggressive behaviour tends to be associated more with males. Research has indicated that teachers may have a lowered tolerance for aggressive behaviour over withdrawn behaviour. This study puts forward the notion that this factor may influence the male-female ratio of the LD population. Forty-two teachers participated in the study. Each teacher completed a questionnaire on a referred student and a non-referred student. Gender of the student did not have a significant effect on whether that student was referred for psychoeducational testing. The results of the interaction between gender and referral were not significant, indicating that teacher perception of students was independent of the interaction between these two factors. Results indicated that referred and non-referred students were perceived differently by teachers on most of the six sub-scales. Referred students were rated higher on the Aggression sub-scale than their non-referred peers. However, contrary to my hypothesis, referred students were also rated higher on the Anxiety sub-scale than non-referred students. Significant differences were also noted on many of the six sub-scales between the ratings of female and male students. These results suggest that caution needs to be exercised by teachers in determining if particular behaviours are indicative of a learning disability. Teachers should also be vigilant in associating sex-stereotypic behaviours with their students. These factors may be contributing to the present imbalance in the LD population." @default.
• W948739757 created "2016-06-24" @default.
• W948739757 creator A5033519234 @default.
• W948739757 date "1988-01-01" @default.
• W948739757 modified "2023-09-27" @default.
• W948739757 title "THE EFFECT OF TEACHER REFERRAL ON THE FEMALE-MALE RATIO OF LEARNING DISABLED ELEMENTARY SCHOOL STUDENTS" @default.
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