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ERIC Number: ED355714
Record Type: Non-Journal
Publication Date: 1992-Nov
Pages: 16
Abstractor: N/A
Reference Count: N/A
School-Based Teams: Can They Increase "Verifiable" Referrals to Special Education?
Ivarie, Judith J.; Russell, Joy
This study describes the impact on referrals to special education when school-based teams composed of an administrator, classroom teacher, and special education teacher receive 16 hours of training in collaborative consultation and prereferral intervention. Data collected on 20 teams over a 2-year period indicate that teams trained in collaborative consultation can increase "verifiable" referrals (referrals which after case study do qualify for special education services) while providing timely support to classroom teachers with students not qualifying for special education services. Data were collected on faculty acceptance of teacher collaboration teams, along with teacher-perceived benefits and barriers to using school-based collaboration teams to meet the diverse needs of learners within the general classroom setting. Data indicated that, following implementation, a significant reduction occurred in faculty members' concern for acceptance of a formalized team-based, peer collaboration process in the school. Faculties pinpointed "time for consultation" as an ongoing concern with the use of the team process, and the most frequently cited advantage was "immediate help with problems." (Contains 12 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A