Date of Award
1986
Type
Thesis
Major
Specialist in Education
Degree Type
Special Degree in Education
Department
Teacher Education
First Advisor
Dr. Thomas J. Wentland
Second Advisor
Dr. Tom Atkins
Third Advisor
Dr. Noreen Stewart
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.
Recommended Citation
Webb, Cathy C., "The Implementation of Teacher Assistance Teams as a Prereferal" (1986). Theses and Dissertations. 671.
https://csuepress.columbusstate.edu/theses_dissertations/671
Included in
Educational Assessment, Evaluation, and Research Commons, Special Education and Teaching Commons
