NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ571471
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
ISSN: ISSN-1045-3830
General Education Teachers' Knowledge and Self-Reported Use of Classroom Interventions for Working with Difficult-To-Teach Students: Implications for Consultation, Prereferral Intervention and Inclusive Services.
Wilson, Caryll Palmer; Gutkin, Terry B.; Hagen, Kenneth M.; Oats, Robert G.
School Psychology Quarterly, v13 n1 p45-62 Spr 1998
Teachers (N=20) described problems, goals, interventions, data collection, and consultation practices employed across prereferral, prereferral intervention, referral, and postreferral phases of service delivery for mildly handicapped students. Findings highlight teachers' difficulties with data collection and intervention practices. Implications for consultation, prereferral intervention, and inclusive services are discussed. (Author/EMK)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A