The Implementation of Teacher Assistance Teams as a Prereferal

<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>

Name thesis:degree_name

Specialist in Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Teacher Education

Year

1986

Author dc:creator

• Webb, Cathy C.

Contributors dc:contributor

• Dr. Thomas J. Wentland
• Dr. Tom Atkins
• Dr. Noreen Stewart

• Special Education
• Red Tape
• PL 94-142
• Public Schools
• Educational Assessment, Evaluation, and Research
• Special Education and Teaching

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/671

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1649