Date Approved

5-11-2017

Embargo Period

5-11-2017

Document Type

Thesis

Degree Name

MA Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, Sydney J.

Second Advisor

Paparo, Nanci

Subject(s)

Learning-disabled children--Services for; Learning-disabled children--Identification

Disciplines

Special Education and Teaching | Student Counseling and Personnel Services

Abstract

One of the primary purposes of the Intervention and Referral Services (I & RS) process is to assist school staff in addressing students' learning, behavior, or health needs (N.J.A.C. 6A:16-7.1 [a]). This study sought to improve I & RS process and student outcomes in a southern New Jersey elementary school that services students from grades Pre-Kindergarten through second grade. At the outset of the study, school administrators reported that an area of need was to formulate an intervention resource for the school's I & RS committee and teaching staff. It was determined that an online/interactive intervention manual would be created allowing teaching staff to support each other when intervening with at-risk students. Interventions were developed for the manual by the researcher, and additional interventions were offered by teaching staff. Pre- and post-survey information, interview information, and referral statistics were used to identify and examine study effects. It was found that there was little effect on staff perceptions of the I & RS process and student referrals to the child study team were unchanged. The researcher concluded that the study did begin to move school I & RS processes in a more collaborative, supportive direction.

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