The increasing population of special education is a problem. The framework of PL 94-142 guarantees a free and appropriate education to all children in the least restrictive environment. The U.S. Department of Education figures show that from 1976-1977 the states provided special education and related services to 8.2 percent of children enrolled in public schools. The figure for 1970- 1980 grew to 9.5 percent (Algozzine, Ysseldyke, & Christenson, 1983) which was a three percent per year growth rate. Further analysis of Algozzine, Ysseldyke and Christenson's studies (1983) showed that approximately 92 percent of those students referred were tested and 73 percent were placed in special education.
New trends in education are calling for alternatives to special education referral and placement. Regular classroom teachers are often discouraged by the \"red tape\" requirements of due process and the time period from referral to evaluation to placement. In cases where the student does not meet eligibility, he remains in the classroom with little or no resolution of the problem. The result is a frustrated and discouraged teacher with a poorly achieving student with behavior problems.
","abstract_html":"<p>The increasing population of special education is a problem. The framework of PL 94-142 guarantees a free and appropriate education to all children in the least restrictive environment. The U.S. Department of Education figures show that from 1976-1977 the states provided special education and related services to 8.2 percent of children enrolled in public schools. The figure for 1970- 1980 grew to 9.5 percent (Algozzine, Ysseldyke, & Christenson, 1983) which was a three percent per year growth rate. Further analysis of Algozzine, Ysseldyke and Christenson's studies (1983) showed that approximately 92 percent of those students referred were tested and 73 percent were placed in special education.</p> <p>New trends in education are calling for alternatives to special education referral and placement. Regular classroom teachers are often discouraged by the "red tape" requirements of due process and the time period from referral to evaluation to placement. In cases where the student does not meet eligibility, he remains in the classroom with little or no resolution of the problem. The result is a frustrated and discouraged teacher with a poorly achieving student with behavior problems.</p>","abstract_has_math":false,"creators":["Webb, Cathy C."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Thomas J. Wentland","Dr. Tom Atkins","Dr. Noreen Stewart"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1986,"date_issued":"1986-01-01T08:00:00Z","date_published":"1986-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:18Z","subjects":["Special Education","Red Tape","PL 94-142","Public Schools","Educational Assessment, Evaluation, and Research","Special Education and Teaching"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/671","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Thomas J. Wentland","Dr. Tom Atkins","Dr. Noreen Stewart"]},{"key":"dc:creator","label":"Author","values":["Webb, Cathy C."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Special Education","Red Tape","PL 94-142","Public Schools","Educational Assessment, Evaluation, and Research","Special Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/671"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The increasing population of special education is a problem. The framework of PL 94-142 guarantees a free and appropriate education to all children in the least restrictive environment. The U.S. Department of Education figures show that from 1976-1977 the states provided special education and related services to 8.2 percent of children enrolled in public schools. The figure for 1970- 1980 grew to 9.5 percent (Algozzine, Ysseldyke, & Christenson, 1983) which was a three percent per year growth rate. Further analysis of Algozzine, Ysseldyke and Christenson's studies (1983) showed that approximately 92 percent of those students referred were tested and 73 percent were placed in special education.
New trends in education are calling for alternatives to special education referral and placement. Regular classroom teachers are often discouraged by the \"red tape\" requirements of due process and the time period from referral to evaluation to placement. In cases where the student does not meet eligibility, he remains in the classroom with little or no resolution of the problem. The result is a frustrated and discouraged teacher with a poorly achieving student with behavior problems.
"]},{"key":"dc:title","label":"Title","values":["The Implementation of Teacher Assistance Teams as a Prereferal"]}]}],"canonical_facts":{"dc:contributor":["Dr. Thomas J. Wentland","Dr. Tom Atkins","Dr. Noreen Stewart"],"dc:creator":["Webb, Cathy C."],"dc:description.abstract":["The increasing population of special education is a problem. The framework of PL 94-142 guarantees a free and appropriate education to all children in the least restrictive environment. The U.S. Department of Education figures show that from 1976-1977 the states provided special education and related services to 8.2 percent of children enrolled in public schools. The figure for 1970- 1980 grew to 9.5 percent (Algozzine, Ysseldyke, & Christenson, 1983) which was a three percent per year growth rate. Further analysis of Algozzine, Ysseldyke and Christenson's studies (1983) showed that approximately 92 percent of those students referred were tested and 73 percent were placed in special education.
New trends in education are calling for alternatives to special education referral and placement. Regular classroom teachers are often discouraged by the \"red tape\" requirements of due process and the time period from referral to evaluation to placement. In cases where the student does not meet eligibility, he remains in the classroom with little or no resolution of the problem. The result is a frustrated and discouraged teacher with a poorly achieving student with behavior problems.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/671"],"dc:language":["English"],"dc:subject":["Special Education","Red Tape","PL 94-142","Public Schools","Educational Assessment, Evaluation, and Research","Special Education and Teaching"],"dc:title":["The Implementation of Teacher Assistance Teams as a Prereferal"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:18Z"}