Volume 9, Issue 1, February 2020, Page: 1-5
A Micro-Ethnographic Approach: Investigating Classroom Teachers’ Knowledge of Students with Special Needs
Julie Lamb-Milligan, College of Education & Behavioral Science, Arkansas State University, Jonesboro, AR, United States
Gwen Neal, College of Education & Behavioral Science, Arkansas State University, Jonesboro, AR, United States
Received: Nov. 19, 2019;       Accepted: Jan. 31, 2020;       Published: Feb. 28, 2020
DOI: 10.11648/j.pbs.20200901.11      View  300      Downloads  133
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.
Gifted, Inservice, Perceptions of Classroom Teachers, Referral, Special Services, Staff Development
To cite this article
Julie Lamb-Milligan, Gwen Neal, A Micro-Ethnographic Approach: Investigating Classroom Teachers’ Knowledge of Students with Special Needs, Psychology and Behavioral Sciences. Vol. 9, No. 1, 2020, pp. 1-5. doi: 10.11648/j.pbs.20200901.11
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Bangel, N. J., Enersen, D., Capobianco, B., & Moon, S. M. (2006). Professional development of preservice teachers: Teaching in the super Saturday program. Journal for the Education of the Gifted. 29 (3), 339-361.
Carman, C. A. (2011). Stereotypes of giftedness in current and future educators. Journal for the Education of the Gifted, 34, 790-812.
Coleman, L. J. (2014). Being a teacher: Emotions and optimal experience while teaching gifted children. Journal for the Education of the Gifted, 37, 56-69.
de Wet, C. F., Gubbins, E. J. (2011). Teachers’ beliefs about culturally, linguistically, and economically diverse gifted students: A quantitative study. Roeper Review, 33, 97-108.
Geake, J. G., & Gross, M. (2008). Teachers’ negative affect toward academically gifted students: An evolutionary psychological study. Gifted Child Quarterly, 52, 217-231.
Hertzog, C., & Robinson, A. E. (2005). Metacognition and intelligence. In O. Wilhelm & R. W. Engle (Eds.) Understanding and measuring intelligence. London: Sage, 101-123. Hertzog, 2005.
Hickey, M. G. (1990). Classroom teachers’ concerns and recommendations for improvement of gifted programs, Roeper Review, 12 (4), 265-267.
Miller, C., & Oh, K. (2013). The effects of professional development on co-teaching for special education and general education teachers and students. Journal of Special Education Apprenticeship, 2 (1), 1-17.
Miller, E. M. (2009). The effect of training in gifted education on elementary classroom teachers’ theory-based reasoning about the concept of giftedness. Journal for the Education of the Gifted, 33, 65-105.
Milligan, J. (2010). Effective staff development in a low socio-economic rural setting: A micro-ethnography of teacher’s perceptions of giftedness: (ERIC Document Reproduction Service No. ED 450 992).
Milligan, J., & Campbell, D. (2003). It’s a fit: Collaboration and gifted education. Understanding Our Gifted, 15 (3), 18-21.
Pfeiffer, S. I. (2013). Challenges and opportunities for students who are gifted: What the experts say. The Gifted Child Quarterly, 47 (2) p. 161-166.
Ripley, S. (2019). Collaboration between general and special education teachers. ERIC Digest ED 4093171997.
Russell, J. L. (2018). High school teachers’ perceptions of giftedness, gifted education, and talent development. https://doi.org/10.1177/1932202X18775658.
Smutny, J. F., & Blocksom, R. H. (1990). Education of the gifted. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Starko, A. J. (1990). Life and death of a gifted program: Lessons not yet learned. Roeper Review, 13 (1), 33–38.
Tomlinson, C. (2001). Differentiated instruction in the regular classroom: What does it mean? How does it look? Understanding Our Gifted, 14 (1), 3-6.
VanTassel-Baska, (2006) Serving Gifted Learners Beyond the Traditional Classroom: A Guide to Alternative Programs and Services, Prufrock Press, Waco, TX.
Browse journals by subject