Examining Pre-Referral Intervention and Assessment Procedures for Elementary English Learners in Texas
Abstract
Student support teams (SST) are intended to develop the performance of struggling students. Both general and special education teachers generally form the SSTs. The purpose of this study was to examine SST members’ perceptions related to the referral and response to intervention (RtI) processes used with elementary EL students for English language acquisition and referral to special education services in a suburban school district in Texas. SST members’ perceptions of their methods, special education referral process, and determining between second language acquisition and learning disability as well as familiarity of SSTs and RtI for EL students were investigated. Using a qualitative research design to capture a comprehensive understanding of the participants’ perceptions of SSTs, a sample of 12 certified general education teachers, administrators, and special education representatives participated in semistructured interviews. Data were analyzed by transcribing the interviews. The analysis of the interviews resulted in the identification of five themes: (a) aligning the referral process with practices and policy, (b) supports needed for appropriate referral, (c) providing appropriate RtI for EL students; interventions are the same no differentiation, (d) little knowledge of the EL student’s language and (e) difficulty distinguishing language differences from learning disability.
Citation
Figueroa, Carmen M (2022). Examining Pre-Referral Intervention and Assessment Procedures for Elementary English Learners in Texas. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /197406.