Prereferral Interventions: Progress, Problems, and Challenges

Publisher Website
Google Scholar
Abstract
Special education has supported the implementation and study of a variety of prereferral interventions as a means of reducing the number of inappropriate formal referrals, especially in the field of learning disabilities. Programs of preservice teacher education are beginning to reflect the practice of prereferral activity programmatically by including preparation for teaming and consultation roles. In this article, the assumptions associated with the most prominent categories of prereferral interventions being adopted—consultation and informal problem-solving teams—are examined. A critical analysis of the benefits and limitations of each approach is offered, and alternative conceptions of prereferral practice are then presented.

This publication has 15 references indexed in Scilit: