@article{2019,title={EXAMINING TEACHERS’ DECISIONS IN REGARD TO REFERRAL AND PLACEMENT},abstractNode={One of the most important factors that can influence identification of students with disabilities is teachers’ decisions to refer a student for special education. Teachers’ beliefs about inclusion and student characteristics (students’ gender and problem type experienced by the students) can influence teachers’ decision making in special education. The purpose of this study was to examine diferences in teachers’ decisions in regard to referral and placement. We developed four cases in which we varied student’s gender and problem type (i.e. academic problems and behavioral problems). These cases include: (1) a male student exhibiting academic problems; (2) a female student exhibiting academic problems; (3) a male student exhibiting behavioral problems; and (4) a female student exhibiting behavioral problems. This study included data analysis from 264 elementary school teachers from one town of a metropolitan city in the East Marmara region of Turkey. Teachers responded to two close-ended questions in regard to referral and placement after reading each case scenarios. Results indicated a significant difference in teachers’ decisions based on the type of problem a student experiences. Teachers were more likely to make a decision to refer a student with behavioral challenges for special education evaluation and place a student with behavioral challenges in a special education classroom. There was no difference in teachers’ decisions based on students’ gender. Limitations and implications for future research were discussed. },author={Ayşe Dilşad YAKUT-Alexandra A. LAUTERBACH},year={2019},journal={Turkish Studies-Educational Sciences}}