What the Research Says About Limiting or Avoiding Referrals to Special Education

Abstract

The authors reviewed the research and practices related to systems that limit or avoid the referral of students for special education services. The major theme is that as mainstream education broadens its ability to tolerate individual differences, fewer students will need to be referred for services delivered outside the system. The review examines curricular and ecological adaptations of general education systems to ensure effective adaptation for special education students, teacher development strategies and administration strategies such as case management and consulting-teacher systems, and early intervention programs. The article concludes with recommended new directions for research, training, and policy.