Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Carole Trueman
Committee Member
Keith Cameron
Committee Member
Barbara Packer
Keywords
assessment, assessments, backlog, board-approved district referral process, compliance, disabilities, district referral plan, federal laws, formative evaluation, identification, inclusion model, Individuals with Disabilities Education Act, intervention, John F. Kennedy School, John R. Davis School, moderate mental retardation, placement, policy, prereferral assessment, referral, referral process, referrals, Roosevelt School District, self-contained classroom, service delivery, Sierra Vista School, special education, special needs students, state laws, student assessment, variances
Abstract
This applied dissertation is an historical review and assessment in order to guide policy. The purpose of this study is to review the referral procedure, issues, and variances of the special education process among 3 schools in the Roosevelt School District. John R. Davis School, John F. Kennedy School, and Sierra Vista School use the inclusion model for servicing the special needs students in their schools. In addition, John F. Kennedy School serviced moderate mental retardation students in a self-contained classroom.
Roosevelt School District has experienced various problems in the past related to the severe disparity between the number of students identified and referred for special education and the number of students that are actually screened, assessed, and placed in special education programs. The Roosevelt School District was not in compliance with federal and state laws regarding the identification and service of special needs students.
The purpose of the study of the special education referral process and procedures at 3 schools was to determine if the district referral plan exists in the schools, and to identify referral variables and processes that may contribute to a backlog of incomplete student assessments and referrals or that may contribute to a timely assessment and placement at each of the schools.
The findings confirm that the district referral process implemented July 2001 does exist in each of the 3 schools. Formative evaluation indicators demonstrate that the state and federal laws and district requirements were met pursuant to the board-approved district referral process procedurals and the 1997 Individuals with Disabilities Education federal laws.