scholarly journals Exploring the K-5 special education referral process in one Midwest suburban school district

2017 ◽  
Author(s):  
◽  
Jake W. Boswell
Keyword(s):  
Special Education ◽  
School District ◽  
School Environment ◽  
Regular Education ◽  
Evaluation Process ◽  
Referral Process ◽  
Regular Education Teachers ◽  
Special Education Referral ◽  
Suburban School District ◽  
Referrals For Special Education

Studies have shown referrals for special education evaluations and the evaluation process itself is marred by teacher subjectivity and a lack of quantitative data (Dunn, 2006; Mamlin and Harris, 1998; and Ysseldyke et al.,1982). Consequently, this behavior leads to over identification of students from minority cultures due to their struggle to assimilate into the school environment (Deninger, 2008; Klingner and Harry, 2006; Parette, 2005; Poon-McBrayer and Garcia, 1994; Skiba et al., 2008; Wehmeyer and Schwartz, 2001). This study seeks to better understand the special education referral process in one Midwestern school district. Specifically, this qualitative study employed focus groups, interviews, and artifact collection to engage K-5 regular education teachers in conversations about common behaviors that prompt a referral for special education evaluation. The research was conducted in three elementary schools in a metropolitan school district.

Functional Criteria in Basic Math Skill Proficiency

1978 ◽  
Vol 2 (2) ◽  
pp. 28-36 ◽  
Author(s):  
Stillman Wood ◽  
Linda Burke ◽  
Harold Kunzelmann ◽  
Carl Koenig
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Regular Education ◽  
Basic Skill ◽  
Regular Education Teachers ◽  
Math Skills ◽  
Individualized Education ◽  
Individualized Education Plans ◽  
Mathematical Skills ◽  
Education Plans

Proficiency standards for thirty-nine critical math skills were developed based on the performance of 49 adults whose chosen careers required mathematical skills. These standards will help regular education teachers write and meet basic skill objectives. Also, special education teachers can use these standards in individualized education plans and to improve mainstreaming efforts.

scholarly journals Response to Intervention (RTI) and Changes in Special Education Categorization

2020 ◽  
Vol 29 (2) ◽  
pp. 59-71
Author(s):  
Kasandra Raben ◽  
Justin Brogan ◽  
Mardis Dunham ◽  
Susana Bloomdahl
Keyword(s):  
Special Education ◽  
School District ◽  
Response To Intervention ◽  
School Districts ◽  
The United States ◽  
Similar Proportion ◽  
Special Education Eligibility ◽  
Special Education Referral ◽  
Treatment Providers ◽  
Rti Implementation

Response to intervention (RTI) is used as a prerequisite to referring children for special education eligibility for learning disabilities (LD). RTI provides schools with a framework for helping students with learning challenges. In the United States, while the number of students receiving services through RTI has remained consistent, the overall number of students receiving some educational intervention through an alternate path has increased. The purpose of this study was to determine the influence that the RTI model had upon eligibility numbers in a large special education co-operative spanning 21 rural school districts in southern Illinois that represented 15,128 students. Each of the school districts maintained its own policies and procedures governing RTI implementation, special education referral, and special education eligibility. The study revealed that while the number of students with LD dropped significantly over the past decade, the numbers of children eligible for other disability categories increased in a similar proportion. This changing trend may be the result of several factors including changes in school district policy, parent advocates pressing for quicker paths to treatment, treatment providers shifting categories for a wide variety of reasons, or some yet unknown factor. These possible explanations suggest that family issues, time, finances, and procedural dynamics may play a role in the changing categorizations and should be better understood. Future studies should focus on the inclusion of more culturally and economically diverse students, within and outside the Unites States. Last, school district policies and RTI implementation procedures should be investigated to better uncover any potential relationship to this shifting data trend.

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