{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1031"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1031","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Intervention and Referral Services: student and teacher support team or roadblock to special education?","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Brown, Joshua"],"institution":null,"degree_name":"M.A. Learning Disabilities","degree_level":"Thesis","degree_discipline":"Special Educational Services/Instruction","degree_department":null,"school":null,"contributors":["Kuder, S Jay"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-07-12T07:00:00Z","date_published":"2011-07-12T07:00:00Z","updated_at":"2026-07-24T04:12:49Z","subjects":["Children with disabilities--Identification; Special education teachers--Training of","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/32","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuder, S Jay"]},{"key":"dc:creator","label":"Author","values":["Brown, Joshua"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:32Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Educational Services/Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Children with disabilities--Identification; Special education teachers--Training of","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/32"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:title","label":"Title","values":["Intervention and Referral Services: student and teacher support team or roadblock to special education?"]}]}],"canonical_facts":{"dc:contributor":["Kuder, S Jay"],"dc:creator":["Brown, Joshua"],"dc:date.available":["2020-03-03T19:58:32Z"],"dc:description.abstract":["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."],"dc:identifier":["https://rdw.rowan.edu/etd/32"],"dc:subject":["Children with disabilities--Identification; Special education teachers--Training of","Special Education and Teaching"],"dc:title":["Intervention and Referral Services: student and teacher support team or roadblock to special education?"],"thesis:degree_discipline":["Special Educational Services/Instruction"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Learning Disabilities"]},"updated_at":"2026-07-24T04:12:49Z"}