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dc.contributor.authorLukszys, Kay
dc.date.accessioned2022-07-11T14:59:06Z
dc.date.available2022-07-11T14:59:06Z
dc.date.created1999
dc.date.issued1999
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12400
dc.description.abstractThe purpose of this study was to determine what type of pre-referral interventions elementary teachers used most often in general education classrooms and how useful those interventions were in keeping students from being referred for special education services. Sixty-two elementary teachers responded to a six-item survey regarding pre-referral interventions. Teachers were asked how long they had been teaching, if they had taken part in a staffing within the last two years, what pre-referral intervention recommendations they had tried in their classrooms, how useful the interventions were and if not, why. Results indicated that the majority of teachers did take part in staffings, have tried numerous interventions in their classrooms, and reported interventions to be somewhat useful.en_US
dc.subjectelementaryen_US
dc.subjectedcucationen_US
dc.subjectspecial educationen_US
dc.titleA Survey of the Type and Usefulness of Pre-referral Interventionsen_US
dc.typeThesisen_US


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