ERIC Number: ED365077
Record Type: RIE
Publication Date: 1993-Jul-7
Reference Count: 0
Increasing the Capacity of Regular Education To Serve Students with Learning Problems through Collaboration with the Child Study Team.
This practicum involved the development of a pre-referral intervention approach to increase support for elementary and middle school students with learning problems through the use of Pupil Assistance Committees which designed and monitored strategies for educating students with learning problems in the regular classroom. Pupil Assistance Committees usually consisted of the principal, the learning consultant, the reading specialist, an experienced teacher from regular education, and the referring teacher. An intervention checklist was developed to encourage teachers to try various intervention strategies before referring the student for special education services. Especially effective pre-intervention strategies were parent involvement and peer tutoring. Substantial decreases in the number of referrals were achieved and almost all students referred were found eligible for special services. Increased collaboration between special and regular educators was also achieved. Extensive appendices include additional information on student referrals and classification, interventions used prior to referral, the Pupil Assistance committee referral path, parent notification, pupil assistance procedures, and teacher attitudes. Also attached are various forms used in the program and the intervention checklist. (Contains 29 references.) (DB)
Descriptors: Check Lists, Cooperation, Elementary Education, Elementary School Students, Eligibility, Interdisciplinary Approach, Junior High School Students, Junior High Schools, Learning Problems, Middle School Students, Middle Schools, Parent Teacher Cooperation, Peer Teaching, Prereferral Intervention, Referral, Regular and Special Education Relationship, Resource Teachers, Teacher Attitudes, Teamwork, Tutoring
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teacher Collaboration
Note: Ed.D. Practicum Report, Nova University.