The Effects of Disability Labels on Special Education and General Education Teachers' Referrals for Gifted Programs

By Margarita Bianco. 2005

112 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/82510295c28f5edc525ce0e3091f30081fcbce61

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Nancy L. Leech
2. Dorothy F. Garrison-Wade
3. Bryn Harris
4. Sally M. Reis
5. Megan Foley Nicpon
6. Ilana M. Umansky

In Education

1. Nancy L. Leech
2. Dorothy F. Garrison-Wade
3. Bryn Harris
4. Margarita Bianco
5. Karen D. Thompson
6. Guadalupe Díaz
7. Sally M. Reis
8. Megan Foley Nicpon

In Social Psychology

1. Nancy L. Leech
2. Dorothy F. Garrison-Wade
3. Bryn Harris
4. Karen D. Thompson
5. Sally M. Reis
6. Rebecca D Stinson
7. M. Matthews
8. Matthew T. McBee

Citations in the corpus

• Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals (2010, background): “These findings are consistent with previous research (Bianco, 2005; Minner, 1990; Minner et al., 1987) in which teachers were significantly influenced by particular disability labels and less likely to refer students with disabilities to gifted programs.”
• Using an Ever–English Learner Framework to Examine Disproportionality in Special Education (2017, background): “Disproportionality in the form of overrepresentation suggests that more students of a particular subgroup may be identified for special education services than actually need them, likely affecting these students’ educational opportunities and experiences by reducing access to rigorous academic conte”
• Empirical Investigation of Twice-Exceptionality: Where Have We Been and Where Are We Going? (2011, background): “…gifted programs and selection for special remedial education services are mutually exclusive is inherently harmful to identification of both gifts and disabilities (Bianco, 2005; Ferri, Gregg, & Heggoy, 1997; Minner, 1990; Reis et al., 1995; Reis, McGuire & Neu, 2000; Reis, Neu, & McGuire, 1997).”
• Gifted Girls: Gender Bias in Gifted Referrals (2011, methodology): “The vignette used in the current study was very similar to one used previously by Bianco (2005) and had been validated by distributing it to teachers certified in gifted education (i.e., experts) working at a special school for gifted learners.”
• An Operational Definition of Twice-Exceptional Learners (2014, background): “Even with this approach, many factors interfere with appropriate diagnosis and identification, because of the stereotypes of both gifted students and students with learning disabilities (Bianco, 2005; Trail, 2010).”