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Journal articles on the topic 'Special education referral'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Henry, Nick A., and E. Sutton Flynt. "Rethinking Special Education Referral." Intervention in School and Clinic 26, no. 1 (1990): 22–24. http://dx.doi.org/10.1177/105345129002600107.

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2

Jordan, Kathy-Anne. "The Practice of Special Education Referral : Teachers’ Discursive Assumptions." International Journal of Learner Diversity and Identities 23, no. 3 (2016): 33–54. http://dx.doi.org/10.18848/2327-0128/cgp/v23i03/33-54.

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3

McIntyre, Lance L. "Teacher Standards and Gender Factors in Special Education Referral?" Journal of Educational Research 83, no. 3 (1990): 166–72. http://dx.doi.org/10.1080/00220671.1990.10885950.

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4

T. Christopulos, Tyler, and Jacob Kean. "General Education Teachers' Contribution to the Identification of Children With Language Disorders." Perspectives of the ASHA Special Interest Groups 5, no. 4 (2020): 770–77. http://dx.doi.org/10.1044/2020_persp-19-00166.

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Purpose The estimated prevalence of language disorders in early elementary school-age children is 7%–12%. Despite its prevalence, only 18% of children are identified and receive treatment. Children with language disorders who go unidentified and, consequently, untreated upon entry to kindergarten are at a cumulative risk for academic and social difficulties during their formative and later school years. Since there is no policy supporting universal screening for language impairment identification in public schools, vulnerabilities may exist in referral-based systems for language impairment ide

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5

Wallingford, Elizabeth L., and H. Thompson Prout. "The relationship of season of birth and special education referral." Psychology in the Schools 37, no. 4 (2000): 379–87. http://dx.doi.org/10.1002/1520-6807(200007)37:4<389::aid-pits9>3.0.co;2-k.

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6

Yocom, Dorothy Jean, and Bonnie Staebler. "The Impact of Collaborative Consultation on Special Education Referral Accuracy." Journal of Educational and Psychological Consultation 7, no. 2 (1996): 179–92. http://dx.doi.org/10.1207/s1532768xjepc0702_5.

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7

Gupta, Pallavi. "ROLE OF REFERRAL MARKETING IN HIGHER EDUCATION WITH SPECIAL REFERENCE TO PRIVATE SECTOR." International Journal of Research -GRANTHAALAYAH 4, no. 5 (2016): 65–72. http://dx.doi.org/10.29121/granthaalayah.v4.i5.2016.2678.

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Referral marketing is being increasingly used in marketing of services, like education, finance & other hospitality services. As more and more private universities have come into existence. So all are trying to woo students to pursue variety of technical and non-technical courses offered by them, & referral marketing may be an Innovative tool in their marketing efforts. Referral marketing is using People as the new media for reaching prospective customers. In the context of Higher education in general the competition in private sector between institutions, is intensifying. In Edu

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8

Short, Rick Jay, and Ronda C. Talley. "Effects of Teacher Assistance Teams on Special Education Referrals in Elementary Schools." Psychological Reports 79, no. 3_suppl (1996): 1431–38. http://dx.doi.org/10.2466/pr0.1996.79.3f.1431.

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School-based problem-solving teams recently have received much attention as a possible support for children who are at risk for school failure and for over-referral to special education. However, no controlled studies of the effects of such teams on numbers of referrals for special education or for proportion of appropriate referrals for special education have been conducted. The lack of adequate research concerning school-based problem-solving teams, coupled with the widespread promotion of their use, suggests that further study of such teams is important. In this study, we investigated the e

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9

Wood, Frank H., John L. Johnson, and Joseph R. Jenkins. "The Lora Case: Nonbiased Referral, Assessment, and Placement Procedures." Exceptional Children 52, no. 4 (1986): 323–31. http://dx.doi.org/10.1177/001440298605200403.

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Lora v. Board of Education of the City of New York, a suit filed to correct abuses in the identification and placement of Black and Hispanic students in segregated special day schools for students disabled by emotional disturbance, was decided by a consent decree agreement contained in a court order issued in 1984 following a 9-year history of testimony, decisions, appeals, consent orders, and judgments. Monitoring of the final order continues until 1986. An unusual aspect of the process in Lora was the appointment by the court from nominees suggested by the parties to the suit of a special ad

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10

SKIBA, RUSSELL, ADA SIMMONS, SHANA RITTER, KRISTIN KOHLER, MICHELLE HENDERSON, and TONY WU. "The Context of Minority Disproportionality: Practitioner Perspectives on Special Education Referral." Teachers College Record 108, no. 7 (2006): 1424–59. http://dx.doi.org/10.1111/j.1467-9620.2006.00699.x.

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11

Soodak, Leslie C., and David M. Podell. "Teacher Efficacy and Student Problem as Factors in Special Education Referral." Journal of Special Education 27, no. 1 (1993): 66–81. http://dx.doi.org/10.1177/002246699302700105.

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12

Shinn, Mark R., Gerald A. Tindal, and Deborah A. Spira. "Special Education Referrals as an Index of Teacher Tolerance: Are Teachers Imperfect Tests?" Exceptional Children 54, no. 1 (1987): 32–40. http://dx.doi.org/10.1177/001440298705400104.

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The academic performances and naturally occurring characteristics of students referred by regular education classroom teachers for possible placement in special education programs were examined. Curriculum Based Assessment procedures were used with 570 grade 2 through 6 students referred because of reading difficulties. Teacher bias was examined by comparing the reading performances of referred students as a function of their sex and ethnicity and by comparing the percentages of students to the base rate population of low reading performers. Teacher accuracy was investigated using “narrow band

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13

Hardin, Belinda J., Marisa Roach-Scott, and Ellen S. Peisner-Feinberg. "Special Education Referral, Evaluation, and Placement Practices for Preschool English Language Learners." Journal of Research in Childhood Education 22, no. 1 (2007): 39–54. http://dx.doi.org/10.1080/02568540709594611.

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14

Drame, Elizabeth R. "Sociocultural Context Effects on Teacher's Readiness to Refer for Learning Disabilities." Exceptional Children 69, no. 1 (2002): 41–53. http://dx.doi.org/10.1177/001440290206900103.

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The social context of the special education referral process is influenced by a number of variables. Demographic and perception data were collected from 63 first-through fifth-grade general education teachers from three Midwestern public school districts to determine the impact of sociocultural variables on teachers' perceptions of classroom behavior, management, and referral tendencies. Teacher, classroom, and school variables including teachers' perception of a learning disability, educational level, grade level, instructional practices, and prereferral intervention models significantly infl

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15

Hill, Ruth Bailey, Anthony J. Baldo, and Rik Carl D'Amato. "Teachers' Personalities and Students' Behavior in Referrals for Special Education." Psychological Reports 84, no. 2 (1999): 491–93. http://dx.doi.org/10.2466/pr0.1999.84.2.491.

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84 regular classroom teachers completed four self-report personality scales (self-concept, tolerance, locus of control, and teachers' efficacy) and reviewed hypothetical records of three types of students (withdrawn, acting-out, and neutral) and made decisions for referral for each student to special education. Scores for self-concept, tolerance, locus of control, and teachers' efficacy were not related to their decisions to refer across types of students.

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16

Ysseldyke, James E., Michael L. Vanderwood, and James Shriner. "Changes Over the Past Decade in Special Education Referral to Placement Probability." Diagnostique 23, no. 1 (1997): 193–201. http://dx.doi.org/10.1177/153450849702300102.

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17

Buckrop, Jordan, Amy Roberts, and Jennifer LoCasale-Crouch. "Children’s preschool classroom experiences and associations with early elementary special education referral." Early Childhood Research Quarterly 36 (2016): 452–61. http://dx.doi.org/10.1016/j.ecresq.2016.01.016.

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18

Stone, Brian, Bert P. Cundick, and Dave Swanson. "Special Education Screening System: Group Achievement Test." Exceptional Children 55, no. 1 (1988): 71–75. http://dx.doi.org/10.1177/001440298805500109.

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The purpose of this study was to assess the efficacy of standardized group achievement testing in screening and identifying mildly handicapped students for referral to special education programs. Stanford Achievement Test scores of students already placed in either regular or special education programs in four elementary schools were arranged according to four cutoff points: 20th, 15th, 10th, and 5th percentiles. At the 10th percentile cutoff, 71% of the special education and 97% of the regular education students were correctly identified. These results were cross-validated for students at two

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Gritzmacher, Hal L., and Sharon C. Gritzmacher. "Referral, Assessment, and Placement Practices Used in Rural School Districts with Native American Students in Special Education." Rural Special Education Quarterly 14, no. 1 (1995): 11–19. http://dx.doi.org/10.1177/875687059501400103.

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Considerable information is available regarding the cultural bias inherent in assessment instruments and the disproportionately high placement of minority students within special education classrooms. However, little research is available regarding specific practices used in areas that have high minority representation. Because of these issues, a survey was developed to investigate the referral, assessment, and placement practices used with rural Native American students in special education. Twenty-five northern Minnesota school districts serving populations of Native American students that e

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20

Quinn, Brenna L., and Richard W. Serna. "Educators’ Experiences Identifying Pain Among Students in Special Education Settings." Journal of School Nursing 35, no. 3 (2017): 210–20. http://dx.doi.org/10.1177/1059840517747974.

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If special educators cannot identify pain in students with intellectual disability (ID), students cannot be referred to the school nurse for assessment and management. The purpose of this study was to examine how special educators identify pain in the school setting. Twenty-four special educators participated in focus groups aiming to (1) identify educators’ observations and perceptions of pain in students with ID and (2) determine the decision-making processes educators use to determine the need for student presentation or referral to the health office. Overall, special educators know student

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21

Lloyd, John Wills, James M. Kauffman, Timothy J. Landrum, and Donald L. Roe. "Why do teachers refer pupils for special education? An analysis of referral records." Exceptionality 2, no. 3 (1991): 115–26. http://dx.doi.org/10.1080/09362839109524774.

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22

Llewellyn, Gwynnyth, David McConnell, and Mike Bailey. "Developing a screening instrument for teacher referral of students with special needs to therapy services." Australasian Journal of Special Education 21, no. 1 (1997): 4–17. http://dx.doi.org/10.1017/s1030011200023794.

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Development of a screening instrument (the SRT) for teacher referral of students with special needs to therapy services is reported in this paper. Stage 1 was reported in Llewellyn & Maher (1993). In Stages 2 and 3, the instrument was trialed and subsequently refined with over 200 teachers and 60 therapists in NSW Schools for Specific Purposes and Support Classes. Multiple discriminant analysis was used to determine those items relevant to referral to therapy. The final version of the instrument contains 19 items. The instrument is suitable for determining individual student need for refer

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23

Gerber, Michael M., and Melvyn I. Semmel. "The microeconomics of referral and reintegration: A paradigm for evaluation of special education." Studies in Educational Evaluation 11, no. 1 (1985): 13–29. http://dx.doi.org/10.1016/0191-491x(85)90030-6.

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24

Zoder-Martell, Kimberly A., Shannon Titus Dieringer, and Brad A. Dufrene. "INTRODUCTION TO SPECIAL ISSUE: APPLIED BEHAVIOR ANALYSIS IN SCHOOLS FOR BEHAVIORAL REFERRAL CONCERNS." Psychology in the Schools 54, no. 4 (2017): 329–30. http://dx.doi.org/10.1002/pits.22004.

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25

ROGERS, REBECCA. "A Critical Discourse Analysis of the Special Education Referral Process: A case study." Discourse: Studies in the Cultural Politics of Education 24, no. 2 (2003): 139–58. http://dx.doi.org/10.1080/01596300303040.

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26

Dunn, Michael W., Cassandra M. Cole, and Armando Estrada. "Referral Criteria for Special Education: General Education Teachers’ Perspectives in Canada and the United States of America." Rural Special Education Quarterly 28, no. 1 (2009): 28–37. http://dx.doi.org/10.1177/875687050902800105.

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27

Koot, Hans M., and Frank C. Verhulst. "Prediction of Children's Referral to Mental Health and Special Education Services from Earlier Adjustment." Journal of Child Psychology and Psychiatry 33, no. 4 (1992): 717–29. http://dx.doi.org/10.1111/j.1469-7610.1992.tb00907.x.

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28

Hurwitz, Sarah, Emma D. Cohen, and Brea L. Perry. "Special Education Is Associated With Reduced Odds of School Discipline Among Students With Disabilities." Educational Researcher 50, no. 2 (2021): 86–96. http://dx.doi.org/10.3102/0013189x20982589.

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Students with disabilities are disciplined at disproportionately high rates, despite federal laws designed to ensure disciplinary protection. We examine the association between disability and discipline using a novel approach, investigating whether behavior problems trigger special education referral, and if disciplinary outcomes change once students are enrolled. Using longitudinal data from an urban school district, we estimate lagged variance decomposition models that disaggregate the outcomes of special education services from the behavioral characteristics that prompt disciplinary respons

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29

Gersten, Russell, and John Woodward. "The Language-Minority Student and Special Education: Issues, Trends, and Paradoxes." Exceptional Children 60, no. 4 (1994): 310–22. http://dx.doi.org/10.1177/001440299406000403.

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Because of immigration pressures, the classrooms of many teachers include students from language-minority groups; these teachers often turn to special education for assistance. This article examines key issues and tensions in the areas of referral and special education instruction for these students. Potential solutions derive from two sources: first, the increasing consensus regarding effective approaches to bilingual education; second, the growing belief that these students need both systematic instruction in academic skills and a more “natural” approach to language to promote comprehension

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30

Pirrie, Anne, Gale Macleod, Mairi Ann Cullen, and Gillean McCluskey. "What happens to pupils permanently excluded from special schools and pupil referral units in England?" British Educational Research Journal 37, no. 3 (2011): 519–38. http://dx.doi.org/10.1080/01411926.2010.481724.

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31

Llewellyn, Gwynnyth, David McConnell, and Mike Bailey. "Developing a screening instrument for teacher referral of students with special needs to therapy services." Australasian Journal of Special Education 21, no. 1 (1997): 4–17. http://dx.doi.org/10.1080/1030011970210103.

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32

Krupicka, William M., and Michael J. Fimian. "Using the Microcomputer to Match Special Education Teacher Needs with Volunteer Interests." Journal of Special Education Technology 9, no. 1 (1987): 30–37. http://dx.doi.org/10.1177/016264348700900104.

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The recent advent of “index card” software has allowed the creation of customized, user-friendly volunteer referral systems that can not only help local and district school personnel match identified special education classroom needs with volunteer resources, but also account for time schedules and other variables. An example of one system is presented using Multimate On-File™ an IBM-PC or compatible database management program.

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33

Mattison, Richard E., James C. Lynch, Helen Kales, and Alan D. Gamble. "Checklist Identification of Elementary Schoolboys for Clinical Referral or Evaluation of Eligibility for Special Education." Behavioral Disorders 18, no. 3 (1993): 218–27. http://dx.doi.org/10.1177/019874299301800303.

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Achenbach and Edelbrock teacher and parent checklists were used to develop a practical procedure to assist educators in determining if a boy with behavioral/emotional dysfunction in elementary school requires mental health referral or SED evaluation. SED, psychiatric outpatient, and general population Caucasian boys ages 6 to 11 years were compared. Appropriately, scores for the SED and the outpatient groups were pathological and significantly greater than scores for the general population group on both checklists, while SED scores were significantly higher than outpatient scores on the teache

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Maas, Cora J. M. "THE INTERACTION PROCESS BETWEEN TEACHER AND STUDENTS: THE LABELING OF STUDENTS ON THE BASIS OF RELATIVE CHARACTERISTICS." Social Behavior and Personality: an international journal 28, no. 6 (2000): 515–28. http://dx.doi.org/10.2224/sbp.2000.28.6.515.

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Achievements of students in primary education have been the object of study over a long period. Both individual and contextual characteristics have proved their value for the prediction of these achievements. In this paper a theoretical model of the time and attention division of the teacher is elaborated. From this model, hypotheses are deduced about the labeling of a student as a problem student, and the possible referral of problem students to special education. Relative student characteristics are predicted to be of more importance than absolute characteristics. Hypotheses testing is based

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35

Cruz, Rebecca A., and Janelle E. Rodl. "An Integrative Synthesis of Literature on Disproportionality in Special Education." Journal of Special Education 52, no. 1 (2018): 50–63. http://dx.doi.org/10.1177/0022466918758707.

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Research studies have historically indicated that students from racially and ethnically diverse backgrounds are overidentified for special education, suggesting bias in referral, assessment, and placement practices. Other studies, however, have suggested that students from racially and ethnically diverse backgrounds are not overrepresented in special education or may be underidentified for services. There is a perceptual interpretive element in defining the problem of disproportionality, as the use of different data sets and analyses impact how both the problem and results are interpreted. The

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36

Henning-Stout, Mary. "The Relationship Between Teachers' Perceptions of Girls' and Boys' Behaviors and Referral for Special Education." Special Services in the Schools 7, no. 1 (1993): 91–105. http://dx.doi.org/10.1300/j008v07n01_06.

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37

Smeets, Ed, and Jaap Roeleveld. "The identification by teachers of special educational needs in primary school pupils and factors associated with referral to special education." European Journal of Special Needs Education 31, no. 4 (2016): 423–39. http://dx.doi.org/10.1080/08856257.2016.1187879.

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38

Salley, Jessica, Libby Crook, Taylor Iske, Angela Ciccia, and Jennifer P. Lundine. "Acute and Long-Term Services for Elementary and Middle School Children With Early Childhood Brain Injury." American Journal of Speech-Language Pathology 30, no. 2S (2021): 908–19. http://dx.doi.org/10.1044/2020_ajslp-20-00045.

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Purpose The purpose of this study was to investigate the rates of referral to and receipt of acute and long-term services and identify factors that could impact these rates for children who experienced an acquired brain injury (ABI) during early childhood who are now in elementary and middle school. Method This was a retrospective chart review and prospective phone survey of 29 caregivers of children with ABIs. Results Acutely, two thirds of this sample received hospital-based rehabilitation services, but only 44.8% of families reported receiving ABI-specific education or a referral to educati

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Grossman, Fred M., and N. Kathleen Franklin. "Bias Effects in Speech-Language Assessment and Decision-Making." Language, Speech, and Hearing Services in Schools 19, no. 2 (1988): 153–59. http://dx.doi.org/10.1044/0161-1461.1902.153.

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Within recent years, much research has been conducted with regard to possible biasing factors that impact upon the placement of children in special education programs. The present study examined the effects of a child's sex and socioeconomic status on referral, assessment, and decision-making in speech-language pathology. Results suggested that some referral and assessment decisions may be biased solely by the child's sex and socioeconomic status.

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40

Bronheim, Suzanne M., Elif Can, and Bruno J. Anthony. "Improving care coordination for African American and Hispanic children with special healthcare needs." Journal of Children’s Services 10, no. 1 (2015): 45–56. http://dx.doi.org/10.1108/jcs-04-2014-0023.

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Purpose – The purpose of this paper is to explore perceptions of family-to-family (F2F) information centres by health care providers serving Hispanic and African American families of children with special healthcare needs (CSHCN) and how that information can be used to enhance effective collaboration to address disparities in access to services. Design/methodology/approach – In this second phase of a formative, qualitative multi-phase, collaborative study by a university centre and three F2Fs to develop strategies to increase the use of their centres by Hispanic and African American population

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41

Lagally, Kristen M., Jacqueline Sherman, Anthony J. Amorose, Anna Rinaldi-Miles, and Carena S. Winters. "Exercise Is Medicine on Campus Programs: A Descriptive Study." Recreational Sports Journal 43, no. 2 (2019): 106–16. http://dx.doi.org/10.1177/1558866119889898.

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Exercise is Medicine® on Campus (EIM-OC) calls upon campuses to promote physical activity (PA) through education, outreach, assessment of PA levels, and referral programs. Twenty-eight EIM-OC supervisors completed a survey examining the characteristics of existing EIM-OC programs. Survey results identify participation from and collaboration among Health and Counseling Services, Campus Recreation, Wellness and Kinesiology departments. The majority of responding EIM-OC programs include special events and outreach activities. Funding and staffing for EIM-OC programs comes primarily from Kinesiolo

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42

Gomez-Najarro, Joyce. "An Empty Seat at the Table: Examining General and Special Education Teacher Collaboration in Response to Intervention." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 2 (2019): 109–26. http://dx.doi.org/10.1177/0888406419850894.

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Response to Intervention (RTI) may create an opportunity for equitable approaches to special education evaluation, in part, through collaboration among general and special education teachers, who can combine their areas of expertise to better understand how to serve students’ unique academic needs, particularly in underresourced schools serving diverse learners. Historically ineffective attempts to improve collaboration between general and special education, however, may pose challenges to effective RTI implementation. In this study, the author uses Cultural-Historical Activity Theory (CHAT) t

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43

Poon-McBrayer, Kim Fong, and Shernaz B. García. "Profiles of Asian American Students with LD at Initial Referral, Assessment, and Placement in Special Education." Journal of Learning Disabilities 33, no. 1 (2000): 61–71. http://dx.doi.org/10.1177/002221940003300109.

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44

Ysseldyke, James E., Martha L. Thurlow, and Patrick J. O'Sullivan. "The Impact of Screening and Referral Practices in Early Childhood Special Education: Policy Considerations and Research Directions." Journal of Special Education 21, no. 2 (1987): 85–96. http://dx.doi.org/10.1177/002246698702100208.

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45

Bar, Nava. "The work process for the promotion of students with special needs integrated in the kindergartens of regular education: the case of Israel." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 17 (September 9, 2018): 271–86. http://dx.doi.org/10.14746/ikps.2017.17.14.

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The Special Education Law in Israel was legislated on July 12, 1988. The law determined precedence and advance preference for the placement of special needs students in the regular educational system over the special education system. In the spirit of the law, methodical and painstaking processes that arrange the work with special needs students in the educational system were determined. This article presents two work processes implemented in parallel in the regular kindergartens. The first work process is with students who have functional difficulties, before their definition and as preventio

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46

Manset-Williamson<, Genevieve, Edward St. John, Shouping Hu, and David Gordon. "Early Literacy Practices as Predictors of Reading Related Outcomes: Test Scores, Test Passing Rates, Retention, and Special Education Referral." Exceptionality 10, no. 1 (2002): 11–28. http://dx.doi.org/10.1207/s15327035ex1001_2.

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47

Gritzmacher, Hal L., and Sharon C. Gritzmacher. "Referral, Assessment, and Placement Practices Used in Rural School Districts with Native American Students in Special Education." Rural Special Education Quarterly 29, no. 2 (2010): 4–11. http://dx.doi.org/10.1177/875687051002900203.

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48

Gravois, Todd A., and Sylvia A. Rosenfield. "Impact of Instructional Consultation Teams on the Disproportionate Referral and Placement of Minority Students in Special Education." Remedial and Special Education 27, no. 1 (2006): 42–52. http://dx.doi.org/10.1177/07419325060270010501.

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49

Raben, Kasandra, Justin Brogan, Mardis Dunham, and Susana Bloomdahl. "Response to Intervention (RTI) and Changes in Special Education Categorization." Exceptionality Education International 29, no. 2 (2020): 59–71. http://dx.doi.org/10.5206/eei.v29i2.9402.

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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 span

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50

Gleeson, Josephine. "The residential school for special needs: Selection and referral process and the therapeutic milieu." Child Care in Practice 5, no. 1 (1999): 45–54. http://dx.doi.org/10.1080/13575279908413151.

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