A Micro-Ethnographic Approach: Investigating Classroom Teachers’ Knowledge of Students with Special Needs

Julie Lamb-Milligan; Gwen Neal

doi:doi:10.11648/j.pbs.20200901.11

| Peer-Reviewed

A Micro-Ethnographic Approach: Investigating Classroom Teachers’ Knowledge of Students with Special Needs

Julie Lamb-Milligan, Gwen Neal

Published in Psychology and Behavioral Sciences (Volume 9, Issue 1)

Received: 19 November 2019 Accepted: 31 January 2020 Published: 28 February 2020

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

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.

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), 2020. Published by Science Publishing Group

Keywords

Gifted, Inservice, Perceptions of Classroom Teachers, Referral, Special Services, Staff Development

References

[1]	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.
[2]	Carman, C. A. (2011). Stereotypes of giftedness in current and future educators. Journal for the Education of the Gifted, 34, 790-812.
[3]	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.
[4]	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.
[5]	Geake, J. G., & Gross, M. (2008). Teachers’ negative affect toward academically gifted students: An evolutionary psychological study. Gifted Child Quarterly, 52, 217-231.
[6]	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.
[7]	Hickey, M. G. (1990). Classroom teachers’ concerns and recommendations for improvement of gifted programs, Roeper Review, 12 (4), 265-267.
[8]	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.
[9]	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.
[10]	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).
[11]	Milligan, J., & Campbell, D. (2003). It’s a fit: Collaboration and gifted education. Understanding Our Gifted, 15 (3), 18-21.
[12]	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.
[13]	Ripley, S. (2019). Collaboration between general and special education teachers. ERIC Digest ED 4093171997.
[14]	Russell, J. L. (2018). High school teachers’ perceptions of giftedness, gifted education, and talent development. https://doi.org/10.1177/1932202X18775658.
[15]	Smutny, J. F., & Blocksom, R. H. (1990). Education of the gifted. Bloomington, IN: Phi Delta Kappa Educational Foundation.
[16]	Starko, A. J. (1990). Life and death of a gifted program: Lessons not yet learned. Roeper Review, 13 (1), 33–38.
[17]	Tomlinson, C. (2001). Differentiated instruction in the regular classroom: What does it mean? How does it look? Understanding Our Gifted, 14 (1), 3-6.
[18]	VanTassel-Baska, (2006) Serving Gifted Learners Beyond the Traditional Classroom: A Guide to Alternative Programs and Services, Prufrock Press, Waco, TX.

Cite This Article

Plain Text BibTeX RIS

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

Copy | Download

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

Copy | Download

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

Copy | 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}
}

Copy | Download

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  -

Copy | Download

Author Information

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

Download PDF

Sections

Plain Text BibTeX RIS

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

Copy | Download

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

Copy | Download

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

Copy | 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}
}

Copy | Download

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  -

Copy | Download