GENERAL-EDUCATION TEACHERS KNOWLEDGE AND SELF-REPORTED USE OF CLASSROOM INTERVENTIONS FOR WORKING WITH DIFFICULT-TO-TEACH STUDENTS - IMPLICATIONS FOR CONSULTATION, PREREFERRAL INTERVENTION AND INCLUSIVE SERVICES
Cp. Wilson et al., GENERAL-EDUCATION TEACHERS KNOWLEDGE AND SELF-REPORTED USE OF CLASSROOM INTERVENTIONS FOR WORKING WITH DIFFICULT-TO-TEACH STUDENTS - IMPLICATIONS FOR CONSULTATION, PREREFERRAL INTERVENTION AND INCLUSIVE SERVICES, School psychology quarterly, 13(1), 1998, pp. 45-62
Twenty general education teachers were interviewed about working with
mildly handicapped students in their classrooms. Using a referral case
and a standardized vignette, teachers described problems, goals, inte
rventions, data collection, and consultation practices employed across
Prereferral, Prereferral Intervention, Referral, and Post-Referral ph
ases of service delivery. Most participants demonstrated only vague kn
owledge of classroom interventions. Few accommodations were made in ge
neral classrooms for mildly-handicapped children, particularly followi
ng the Prereferral phase. Participants consulted primarily with other
general educators and secondarily with special educators. Consultation
with school psychologists was unusual. Discussion focuses on implicat
ions for consultation, prereferral intervention, and inclusive service
s.