Pre-referral intervention strategies are highly important in cases of children who are unable to follow instructions and are not highly motivated to abide by adult/teacher intervention. A pre-referral intervention is a formal way of intervening to a student’s challenges than taking up accommodation for the students. The strategies look into the identification, development, and implementation of strategies that can be put in place for students who have challenges in the classroom. This strategy works best before taking students up for special education.
When Do Students Need Pre-referral Intervention?
In this case study, Douglas is a sixth-grade student who is in need of special education. Douglas indicates traits that indicate a necessitation of special education, he has been known for ignoring directions given to him by teachers. In other cases, he leaves his class materials at home, on the bus, or in the restroom, he refuses to complete his assignments both in-class and homework, and finally, in most cases, he is always in an argument with his classmates. In this case scenario, we are going to develop a strategy for a pre-referral intervention for Douglas.
The First Stage of a Pre-referral Intervention: Aggression Management
The implementation of a pre-referral for Douglas will look into the ideas developed by the IDEA in 2004. A newer strategy was developed, in this case, study and application of the Response to Intervention will help in the development of a clear mechanism of helping out Douglass. First things first, Douglass will be taken into a core educational process. In this case scenario. Douglas will be taken through a special curriculum where he will be assisted with his learning and aggression management. This is part of the first tier of the RTI model ("Special Education Referral Process - Project IDEAL", 2017).
The Second Stage of a Pre-referral Intervention: Performance in a Group Setting
The next phase involves taking up an assessment of Douglas’s performance in a group setting. This group assessment involves, letting Douglas interact with other students in which he will be assessed based on his interaction levels, behaviors, and temperamental issues. This stage hopes to help out Douglas achieve a sense of teamwork and partnership in achieving educational objectives. In the long run, this is targeted at improving his abilities in understanding classwork, the need to achieve academic goals, and the reason for competitiveness in learning sessions (Lhospital & Gregory, 2009).
The Third Stage of a Pre-referral Intervention: Individualized Sessions
The third stage of intervention is focused on individualized sessions. In the case Douglass does not improve his grades or has a change in behavior then we would advise for an individualized session. These sessions usually involve the inclusion of a counselor or an educator focused on early childhood education for special kids. It is important that this session is a success because this is the last stage of intervention in the pre-referral program. The individual session will help to make a last attempt at helping out Douglas avoid getting to a special school. This assessment will cover his ability to follow instructions, take up assignments and follow up to the expected code of conduct that would determine his admission or inadmissibility to a special school (Soonyoung Hwang, 2012).
Pre-referral intervention strategies look into the identification, development, and implementation of techniques that help in assessing the need for admission in special education for kids. In our case scenario, Douglas will be assessed through the implementation of the above-mentioned strategies. It is clear that core educational processes, inclusive learning, and finally individualized sessions are enough intervention mechanisms before referral to the special educations program is rolled out for Douglas.
Lhospital, A. & Gregory, A. (2009). Changes in teacher stress through participation in pre-referral intervention teams. Psychology In The Schools, 46(10), 1098-1112. http://dx.doi.org/10.1002/pits.20455
Soonyoung Hwang, (2012). Pre-Referral Intervention in Integrated Kindergartens. The Journal Of Special Children Education, 14(3), 571-592. http://dx.doi.org/10.21075/kacsn.2012.14.3.571
Special Education Referral Process - Project IDEAL. (2004). Project IDEAL. Retrieved 17 January 2017, from http://www.projectidealonline.org/v/special-education-referral-process/
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