The Effects of Disability Labels on Special Education and General Education Teachers' Referrals for Gifted Programs

Abstract

This study investigated the effect of the disability labels learning disabilities (LD) and emotional and behavioral disorders (EBD) on public school general education and special education teachers' willingness to refer students to gifted programs. Results indicated that teachers were significantly influenced by the LD and EBD labels when making referrals to gifted programs. Both groups of 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.

The Incidence of Potentially Gifted Students Within a Special Education Population

“…Based on this first explanation, educators, parents, and other educational professionals may need to be made more aware of how characteristics of a disability may mask giftedness. Additionally, gender and ethnic differences in identification that were revealed may be the result of stereotypical beliefs (Bianco, 2005). Because teachers are often the first individuals to refer a student to be assessed for a gifted program, subsequent lack of teacher training to be aware of these stereotypical beliefs and potential masking may need to be addressed.…”

“…Third, there is a certain amount of stigma attached to disability (Bianco, 2005). With specific regard to the intersection of intellectual capability and disability, whenever someone learns that an individual is disabled, they automatically consider that individual as less capable.…”

“…Stereotypical beliefs and the lack of teacher training of this population often result in misidentification and ineffective instructional techniques (Bianco, 2005). Generaleducation teachers and teachers of gifted students are influenced by disability labels, which have a negative impact on the probability of referring students with disabilities for gifted programs (Minner, 1989(Minner, , 1990Minner, Prater, Bloodworth, & Walker, 1987).…”

Transition and Students With Twice Exceptionality

“…This belief denies the enormous diversity among gifted students and contributes to the lack of appropriate services for these students. Few mainstream teachers know how to recognise the characteristics of learners who are gifted and fewer still recognise the paradoxical nature of students experiencing 2E (Bianco, 2005) so this situation needs to change through the education of teachers and policy Mood disorders. A dual diagnosis of giftedness and disability or 2E is possible, however, identification and correct diagnosis requires an understanding of personality factors, context and the degree of giftedness in the individual.…”

“…This is because the identification processes in each of the fields of gifted and special education remain narrow in focus (Bianco & Leech, 2010). Bianco (2005) examined the effects of disability labels; learning disability, emotional, behaviour disordered on general and special education teacher referrals to gifted programs. These labels do influence educators' thinking and behaviour in that special educators do not tend to look for gifted behaviours or refer these students to gifted education services.…”