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.
Highlights
Classroom teachers play an important role in the success of gifted programs
Classroom teachers have described problems with gifted programming in the following areas: (a) disruptions related to gifted students being pulled from class for program services, (b) conflicts that existed in opinions about the definition of giftedness, (c) complaints by teachers and students that program participants behaved arrogantly, and (d) complaints by teachers and parents that tracking was detrimental to lower performing students [14]
From 59 classroom teacher interviews, the analysis revealed that in the category of characteristics of giftedness, 89% of the classroom teachers interviewed reported that gifted students are those who make all A’s, are highly motivated, are self-directed, and are outgoing
Summary
College of Education & Behavioral Science, Arkansas State University, Jonesboro, AR, United States. Received: November 19, 2019; Accepted: January 31, 2020; Published: February 28, 2020
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