The Implementation and Challenges of Pre-referral Intervention for Students At-risk on Learning Disabilities

• Main Authors: WANG, YU-EN, 王淯恩
• Other Authors: CHAN, SHIH-YI
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/z4vefy

碩士 === 國立臺南大學 === 特殊教育學系碩博士班 === 107 === 　The purpose of this study was to explore the implementation and challenges of pre-referral intervention for students at-risk on learning disabilities (ARLD) in the southern area of Taiwan. The research questions included to explore the processes and the challenges of implementation, as well as ideas about the professional development and challenges of primary school teachers. Eighteen primary school teachers including nine general teachers and nine special teachers from three counties shared their experience of pre-referral intervention process for ARLD students. The main findings of the study are as follows: 1.The implementation of pre-referral Intervention (1)The experience from general teachers were that: A.General teacher had heard of the Pre-referral intervention, but part of general teachers were not very sure of the concept of it. The reasons to 　　submit referral processes usually were students who were falling behind in 　　academic and the Pre-referral intervention couldn’t promote learning 　　　outcome or having emotions and behavioral problems. 　　 B.The main time of intervention including noon rest, after the class, morning self-study time, subject class. General teachers would intervene by different ways, and the contents of interventions included class management, class adjustment, curriculum adjustment, and the assessment adjustment. In addition, most of general teachers thought that they could obtained more assistant from special teachers than administrators. (2)The experience from special teachers were that: A.Special teachers found that the degree of general teachers’ knowledge of 　　Pre-referral intervention was various. B.The assistances provided from special teachers were provided consultation, remedial teaching, and conducting workshop of special 　education, and tracking the students who wouldn’t pass the LD identification. (3)The collaboration between general teachers and special teachers A.The collaboration between general teachers and special teachers was very 　　closed, and the informal of discussion for communication in spared time instead of holding a meeting. B.The circumstances of role identity of primary school teachers in Pre-referral intervention: a.General teachers had different opinion of role identity for themselves, including the role of searching resource, administrators, and detectors. Then, general teachers had different opinion of role identity toward special teachers, including the role of joint observer and supporters and consultants. b.Special teachers had more consistent opinion of role identity of themselves, including consultants and supporters. Then special teachers had different opinions of role identity toward general teachers,including the role of searching assistance and administrators and detectors. 2.The implementation of Pre-referral intervention a.In the part of implementation, the special education teachers from B county and C county would allow ARLD students into the resource room for observation, but depended on personal willingness and school circumstances. b.In document collection of pre-referral, the teacher from A county expressed the documents of pre-referral intervention had to submit according to laws; the teachers from B county expressed the documents could submit flexibly; the teacher from C county of pre-referral intervention wrote the application of identification data at the documents. 3.The effects and impact of Pre-referral intervention a.The effects and the degrees of evaluation: The primary school teachers had different perspectives, most of teachers rated the pre-referral were good to still. The categories of evaluation included academic achievement, motivation, concentration, problem behavior, basic abilities, and interpersonal interaction. b.The reasons of influencing the effect of intervention including: (1)intention from general teacher, (2)culturally disadvantage,(3)academic motivation,(4)personality of students. 4.Professional development and ideas about pre-referral processes from primary school teachers (1)The advantage of pre-referral intervention a.General teachers detected student’s learning difficulties more accurately. b.Pre-referral interventions reminded general teachers of effectively administrate pre-referral intervention. (2)The dilemma and solutions for pre-referral intervention a.General teachers: When faced the intervention was invalid for ARLD students learning ,general teachers would adjust attitudes or standard levels. When facing parents unwilling to accept help of special education,general teachers would like to search help from special teachers. b.Special teachers: When facing the general teachers did not willing to administrate in pre-referral, special teachers would provided assistances based on general teachers’ demands. When special teachers had insufficient time to communicate with general teachers, they would like to　cooperate with administration. c.There were two dilemmas primary school teachers could’t solve were having rarely time to intervene, and parents’ attitude, and parents unwilling to receive special education. (3)The feedback of pre-referral intervention from primary teachers The primary teachers were sure of the importance of pre-referral, but teachers expressed that the effects of pre-referral intervention was 　　　 limited. There were two reasons.Firstly the implementation of pre-referral intervention had depended on intention from primary teachers. Secondly, general teachers had no enough time to administrate intervention. (4)The advices from primary school teachers a.Early intervention is good for ARLD students’ academic performance. b.The implementation of pre-referral interventions had to draft complementary measures and conducting lecture for general teacher to enhance competences of special education. Finally, according to the findings from the research, researcher provided related suggestions for educational authorities, educators, and future study.