Table of ContentsForeword 131 Introduction 151.1 This Study 151.2 Background of the Study 151.3 Relevance of the Study 161.3.1 Relevance to Special Education 161.3.2 Relevance to Inclusion 171.3.3 Relevance to Austria 181.3.4 Relevance to Research 191.3.5 Relevance to Challenges 191.3.6 Relevance to Methodology 211.4 Purpose of the Study 211.5 Significance of the Study 221.6 Definitions of Terms 232 Guiding Interests 252.1 Culture, Cultural Diversity and Multiculturalism 252.2 Multicultural Education 262.3 Culturally Responsive Teaching 272.4 Teacher Education for Diversity 282.5 Migration and Integration 292.6 Immigrants and Education 292.7 Educational Equity 303 Context 333.1 Diversity in Austria 333.1.1 Religious Diversity 353.1.2 Immigrants in Austria 353.2 Education in Austria 363.2.1 Historical Background of Education 363.2.2 School System in Austria 383.2.3 Diversity in Schools 393.2.4 Intercultural Learning Principle 403.2.5 Educational Statistics 413.2.6 Students with a Turkish Background 423.2.7 Integration and Education 433.3 Special Education in Austria 433.3.1 Historical Background of Special Education in Austria 443.3.2 Current Special Education in Austria 443.3.3 Disability Policy for Inclusion 473.3.4 Referral to Special Education 473.3.5 School Inspectors and School Psychologists in Austria 483.4 Teacher Training in Austria 493.4.1 Teacher Training for Special Education 504 Methodology and Epistemology 514.1 Restatement of Purpose 514.2 Qualitative Methodology 514.2.1 Assumptions of Qualitative Research 524.3 Grounded Theory Research 524.3.1 Classic Grounded Theory 544.3.2 Straussian Grounded Theory 544.3.3 Constructivist Grounded Theory 554.3.4 Generalizations in Grounded Theory 594.3.5 Abstraction from Time and Space with Grounded Theory 594.3.6 Grounded Theory in Educational Research 594.4 Research Design and Research Questions 604.5 Methodology and Methods 614.5.1 Reflexivity 614.5.2 Researcher Position 624.5.3 Theoretical Sensitivity 634.5.4 The Use of Literature in Grounded Theory 655 Data and Data Collection 675.1 Data and Data Collection in Grounded Theory 675.2 Research Site 675.3 Otherness versus Nativity 685.4 Research Settings 685.5 Research Speech 695.6 Population and Sampling 705.6.1 Criteria for Participation 705.6.2 Sampling 715.7 Participants 735.8 Instrument 755.8.1 Intensive Interviews 755.9 Data Collection Process 775.9.1 Conducting Intensive Interviews 775.9.2 Individual Interviews 805.9.3 Focus Group Meeting 805.10 Importance of Narration 815.11 Asking Questions 835.11.1 Closed Questions 835.11.2 Open Questions 835.12 Writing 845.12.1 Field Notes 845.12.2 Memos 855.13 Documents 865.14 Language 875.15 Collected Data 885.16 Ethical Consideration 885.17 Problems Encountered in the Data Collection Phase 896 Data Analysis and Quality Check 916.1 Analysis in Grounded Theory 916.2 Data Management and Analysis 926.3 Grounded Theory Coding 926.3.1 Initial Coding 936.3.2 Constant Comparison 956.3.3 Focused Coding 956.3.4 Theoretical Sampling 986.3.5 Categories 996.3.6 Theoretical Coding 1016.3.7 Outliers 1036.3.8 In Vivos 1036.3.9 Theoretical Saturation 1036.3.10 Theoretical Sorting, Diagramming, Integrating 1046.3.11 Generating a Theory 1046.4 Research Question Revisited 1066.5 Research Design Revisited 1066.6 Quality of the Study 1076.7 Presentation of the Research Findings 1107 Categories from Different Perspectives 1137.1 Research Questions 1137.2 Collected Data 1137.3 Participants 1147.3.1 Parents 1147.3.2 Teachers 1147.3.3 Psychologists 1147.3.4 School Directors and School Inspector 1157.4 Initial Codes 1167.5 Categorizing Process 1167.6 Memoing 1177.7 Theoretical Codes 1187.8 Categories 1187.9 Parents' Categories 1197.9.1 Rejecting Special Education 1207.9.2 Taking over the Responsibility 1237.9.3 In a Battlefield 1267.9.4 Disassociation 1287.9.5 Summary for Meaning of the Special Education Referral for Parents 1327.10 Teachers' Categories 1327.10.1 An Obscure Journey 1337.10.2 Regretful Accomplice 1377.10.3 Passing the Ball 1407.10.4 Conditional Trust 1437.10.5 Summary for the Meaning of Special Education Referral for Teachers 1447.11 Psychologists' Categories 1457.11.1 There to Test 1457.11.2 Summary for the Meaning of Special Education Referral for Psychologists 1477.12 School Inspector and Directors' Categories 1477.12.1 Proving Prominence 1477.12.2 Prominent but Neutral 1497.12.3 Summary for the Meaning of Special Education Referral for Directors 1508 Defining the Core Category 1518.1 Core Category 1518.2 The Core Category 'Disassociation' 1518.2.1 Ways of Disassociation 1528.2.2 Disassociation and Parents 1538.2.3 Disassociation and Teachers 1548.2.4 Disassociation and School Psychologists 1558.2.5 Disassociation and School Directors and Inspector 1568.3 Process of Disassociation 1579 Theory Generation 1599.1 Brief Revisit to Research Process 1599.2 From Categories to Theory 1599.3 Core Category 'Disassociation' 1619.4 Relating Participant Groups 1629.4.1 Reciprocity 1629.4.2 Involvement of the Parents and Externals 1639.4.3 Suspicion in the Process 1659.4.4 Ambiguity 1669.5 Developing a Theory 1679.6 Theory 'Building on Mutual Distrust' 1689.6.1 Distrust by Parents 1689.6.2 Distrust by Teachers 1699.6.3 Distrust by School Directors and the Inspector 1709.6.4 Distrust by School Psychologists 1709.6.5 Place of Mutual Distrust 1719.6.6 Extended Mutual Distrust 1729.6.7 Theory 'Building on Mutual Distrust' 1759.6.8 Summary 17710 Discussion 17910.1 Educational Equity 17910.2 Special Education and Immigrants 18010.3 Language and Employment 18110.4 Embeddedness in Social Group 18310.5 Family Involvement 18510.6 Power in School 18710.7 Trust in School 18910.8 Institutional Discrimination 19010.9 Cultural Responsiveness 19110.10 Gender and Religion 19211 Conclusion 19311.1 Review of the Study 19311.2 Review of the Findings 19411.3 Conclusion of the Study 19611.4 Implications of the Study 19711.5 Critical Reflections 198Directories 201