ERIC Number: EJ887265
Record Type: Journal
Publication Date: 2005-Nov
Abstractor: As Provided
Reference Count: 66
Prereferral: A Time to Empower Culturally and Linguistically Diverse Families through a Family-Centered Approach
Argus-Calvo, Beverley; Tafoya, Nancy G.; Grupp, Laurie L.
Multiple Voices for Ethnically Diverse Exceptional Learners, v8 n1 p71-83 Nov 2005
Screening and prereferral are not required by the Individuals with Disabilities Education Act; however, many educators recognize that implementation of prereferral interventions is a measure of best practices. The authors address the need to establish a family-centered approach within the prereferral process in order to promote early and preventative, problem-solving, action-oriented implementation. Within the literature, current definitions of the prereferral process focus on educators as the major participants in the process. Families are not specifically included as members of the prereferral team. A family-centered approach is recommended to engage culturally and linguistically diverse populations as stakeholders in their children's education.
Descriptors: Prereferral Intervention, Disabilities, Teacher Educators, Problem Solving, Cultural Differences, Teaching Methods, Parent Influence, Parent School Relationship, Elementary Secondary Education
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: email@example.com; Web site: http://www.cec.sped.org/ddel
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act