| Abstract: | The purpose of this study was to investigate the impact of pupils' achievement and ability, and teachers' perception of pupils' problem behavior, temperament and teachability upon teachers' referral decision for a sample of third, fourth, and fifth grade Mexican-American students. In addition, the same factors impacting referral were analyzed in relation to placement of referred students in special education. Results of this study suggest that for adaptability (temperament), pupil problem behavior school appropriateness (teachability) and IQ influence the decision to refer a student to special education. No interactions were found between temperament and teachability factors. Placement also was influenced by pupil problem behavior (distractibility) and task orientation (temperament). Discussion and implications for future research are provided. |
|---|