Prereferral Intervention Practices of Regular Classroom Teachers

Abstract

Relatively little is known about the specific strategies teachers use before referning a student for special education. We reviewed the literature and identified 10 frequently recommended prereferral strategies. A survey of teachers' use of these strategies was conducted to ascertain the frequency with which they are employed. The results indicate that elementary teachers implement more strategies to facilitate classroom adjustment and achievement than junior or senior high school teachers. Consultation with other professionals was ranked as the most frequently used strategy across grade levels, followed by parent conferences and behavior management techniques. Teachers expressed a willingness to work with support personnel, preferring a school-based team to an outside consultant. Recommendations for preservice and inservice training of regular and special education teachers are offered.