M.A. Learning Disabilities
Special Educational Services/Instruction
College of Education
Kuder, S Jay
Children with disabilities--Identification;Special education teachers--Training of
Special Education and Teaching
The purpose of this research study was to investigate the effect of the Intervention and Referral Services (I&RS) process in a pre-kindergarten through 3rd grade elementary school in Southern New Jersey. In an attempt to identify student outcomes, as well as teacher and team member perceptions of the process, a log of I&RS meetings was reviewed. The resulting data suggested that slightly less than half of the students referred through the process over the 2009/ 2010 school year were either retained the following school year or eventually found eligible for special education. Results of a survey given to team members showed that most feel as though the process itself is a formality taken prior to retaining a child or receiving special education and slightly more than half of team members perceived the process as an effective means of improving student performance in the classroom. Results of a teacher survey mirrored these aforementioned results. While team members' responses reflected a lack of training regarding research-based interventions in regard to both academic and behavioral instructional strategies, each member was open to receiving more training and support in this area. Further, while teachers' perceptions reflected a lack of trust in the interventions being offered, many were open to receiving a greater amount of follow-up support in the form of classroom demonstrations and monitoring student progress.
Brown, Joshua, "Intervention and Referral Services: student and teacher support team or roadblock to special education?" (2011). Theses and Dissertations. 32.