Date Approved
5-2-2005
Embargo Period
4-12-2016
Document Type
Thesis
Degree Name
M.A. in School Psychology
Department
Educational Services and Leadership
College
College of Education
Advisor
Dihoff, Roberta
Committee Member 1
Klanderman, John
Subject(s)
Special education; Teaching teams
Disciplines
Educational Psychology
Abstract
The purposes of this experimental study were to (a) determine if teacher directed collaboration significantly reduced the number of students who were referred for special education placement and (b) if using a pre-referral process, such as consultation, increased the accuracy of teachers identifying children with a qualifying disability. One school that used teacher directed collaboration was compared to two schools that were not in a suburban Maryland community. Data was reviewed from each school on the number of children who were referred, assessed, and qualified for special educational services. Significant results were found using a Pearson Chi-Square (p<.01) for the amount of referrals made at each school, with the school using teacher directed collaboration having a fewer amount. The results of this study support the use of teacher directed collaboration. Further research should include a larger sample size and comparisons to referral rates prior to the introduction of teacher directed collaboration.
Recommended Citation
Harbert, Lindsey, "Teacher directed collaboration: effects on referrals to special education" (2005). Theses and Dissertations. 1010.
https://rdw.rowan.edu/etd/1010