A Study of the Referral Process for Special Education Service and Communication/Interaction between Regular and Special Education Teachers. Report to the Special Education Services Committee. Publication No. 86.23.

Autor/inn/en	Wilkinson, David; Luna, Natalia
Institution	Austin Independent School District, TX. Office of Research and Evaluation.
Titel	A Study of the Referral Process for Special Education Service and Communication/Interaction between Regular and Special Education Teachers. Report to the Special Education Services Committee. Publication No. 86.23.
Quelle	(1987), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compliance (Legal); Disabilities; Due Process; Elementary Secondary Education; Eligibility; Inservice Teacher Education; Interaction; Interpersonal Communication; Referral; Regular and Special Education Relationship; Special Education Teachers; State Legislation; Student Placement + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Eignung; Lehrerfortbildung; Interaktion; Interpersonale Kommunikation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Landesrecht; Schülerpraktikum
Abstract	The study evaluated the referral for special education services of the Austin (Texas) Independent School District. Recommendations were made for streamlining the process, for improving the communication/interaction between regular and special education teachers, and for classroom instruction. Study results included the finding that referral is a complex legal process that cannot be as quick and responsive as might be desirable, that teachers should receive systematic inservice training about referrals, and that the process is not monitored well. The communication process is seen by some regular and special education teachers to be the responsibility of special education, and procedures are unclear to regular teachers who receive little inservice training in special education processes. Among recommendations are: (1) forms be simpler and computer-printed with available information; (2) inservice training of teachers should explain the referral process, alternatives to special education, and communication with special education teachers; and (3) a structure should be created to ensure the ongoing monitoring and improvement of the referral process. Seven attachments include a special education assessment memo, legal requirements in the referral process, a flow chart of the referral process, referral forms, and the referral timeline. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC