Perceptions of Canadian Native and Non-Native Teachers on Assessment and Special Education Service Delivery

By Carla Reis Abreu-Ellis.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The purpose of this research paper was to identify differences and similarities among Native and non-Native teachers regarding special education service delivery to Native Canadian students. The sample for this study included Native and non-Native teachers from two elementary schools and one secondary school in the province of Ontario. A questionnaire was developed to analyze the extent to which the perceptions of the two groups of teachers differed on elements related to special education service delivery which included: teaching practices, assessment practices, and placement practices.
Results indicated that differences were found between Native and non-Native participants regarding special education service delivery to Native Canadian students. Major findings of this study suggested that both Native and non-Native participants perceived the use of teaching accommodations and modifications to help Native Canadian students with instructional difficulties. However, they lacked information in relation to assessment tests, test norms, and test purposes used to place students in special education programs. The lack of information on tests used to place students in special education programs might be a possible reason for the significant number of Native Canadian students identified as having disabilities in Ontario.

Keywords: Canadian Native and Non-Native Teachers, Special Education, Service Delivery, Assessment

The International Journal of Learning, Volume 14, Issue 1, pp.209-220. Article: Print (Spiral Bound). Article: Electronic (PDF File; 582.311KB).

Dr. Carla Reis Abreu-Ellis

Student Development Specialist, Student Disability Services, University of Windsor, Windsor, Ontario, Canada

Carla Abreu-Ellis completed her doctoral studies at Bowling Green State University in the Higher Education Administration Program. She worked for two year at the University of Windsor, Ontario as a Student Development Specialist at the university's Disability Office.Recently she accepted a facuty position within the College of Education at Ashland University in Ohio. Her research interests include college experiences of students with learning disabilities, assistive technology use in higher education, and retention issues related to university orientation types.

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