Literaturnachweis - Detailanzeige
| Autor/inn/en | Thurlow, Martha L.; und weitere |
|---|---|
| Institution | Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities. |
| Titel | Referral Research: An Integrative Summary of Findings. [Report No.: IRLD-RR-141 |
| Quelle | (1983), (63 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Decision Making; Elementary Secondary Education; Intervention; Learning Disabilities; Referral; Research Methodology; Special Education; Student Evaluation; Student Placement |
| Abstract | Six years of research on issues in assessment and identification of learning disabilities are summarized. The focus of the summary is on referral processes. The first chapter highlights major findings on questions of how many students are referred, student characteristics, reasons for referral, and the nature of the referral process (pre-referral interventions, alternative referral systems). Chapter 2 examines implications for practice, including the need for specified reasons for referral and for training teachers in pre-referral intervention and viewing behavior within its context. Chapter 3 summarizes research on the numbers and types of students referred, and notes that student sex and teachers' tolerance of certain behaviors have impact on referral decisions. Six specific questions are addressed in a chapter on why teahers refer students for psychoeducational evaluation. Questions touch on such issues as institutional constraints and external pressures, characteristics of referring teachers, and changes students must make to remain in the mainstream setting. Research on the referral process itself reviews procedures in existence and notes such alternatives as the use of local norms and of specific interventions within the class before the student is evaluated. A final chapter summarizes the data sources and research procedures used in the studies, including surveys of special education directors, longitudinal studies of decisionmaking, case study investigation, instructional time observations, and comparative studies of referral and pre-referral procedures. (CL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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