Using actual referrals, this investigation identified teachers’ specific reasons for referring students, teachers’ attributions for students’ difficulties in school settings, and whether causes are related to reasons for referral. Major findings indicated that (1) reasons for referral were consistent with previous investigations, (2) although boys were referred twice as often as girls, teachers ascribed similar causes for boys and girls, and (3) teachers’ attributions were primarily due to factors other than adequacy of instruction. Several explanations for the complexity of factors influencing teachers’ decisions to refer students are discussed.
Bibliographical noteFunding Information:
The preparation of this manuscript was supported by Contract #300-80-0622 between the Office of Special Education, Department of Education, and the University of Minnesota Institute for Research on Learning Disabilities. Bob Algozzine is a Research Associate with the University of Minnesota Institute for Research on Learning Disabilities. The authors wish to acknowledge the efforts of Audrey Thurlow and Marilyn Hyatt in the preparation of this work. Address correspondence to the authors at the University of Minnesota, Institute for Learning Disabilities, 350 Elliott Hall, Minneapolis, -MN 55455.