As we examine the referral process, we will look at the point of views of two important members of the process: school counselor and the teacher.
First let's take a look at pre-referral, referral and post-referral.
1. Pre-Referral Process
The students behavior and academic progress is tracked for any concerning behaviors or academic downfalls. Based on the Texas Council for Developmental Disabilities (2013), the first two steps are to 1) recognize the issues and 2) create written documentation.
2. Referral Process
The concerns in the form of written documentation is submitted by the teacher or parent to the Special Education (SPED) Coordinator to request a meeting. The coordinator will have a specific time frame in which to test the individual before setting up a meeting which consists of the school counselor, administrative personnel, teacher, parent and SPED coordinator.
During the referral meeting, the parent is able to express any accommodation for the child. The school generally provides a small classroom, pulling out of the child for group, extended testing time, verbalized testing and/or a one on one aid.
3. Post-Referral Process
Once an Individual Education Plan (IEP) is assigned to the child, a Case Manager is provided. IEPs is generally created at the Elementary level and follows the individual into Middle School, High School and College. However, the Referral Process is something that is continuously updated annual and as necessary based on the student.
Diagram of The Special Education Process (2015)
Yet even with all this information about the referral process, it still leaves lingering questions of who it affects and how it is implemented by the teacher.
1. What are the roles and responsibilities of each person?
- What is the teacher responsible for? To implement the IEP. Submit any important documentation.
- What is the SPED coordinator responsibly for? To invite the parent and all respectable parties. It is also his/her responsibility "...[t]o follow the guidelines that are specified. It is a federal funded education so everything is time sensitive. There are meetings and re-evals that need to be done" (S. Archibald, personal communication, September 2015).
- What is the Administrative personnel responsible for? To sit in on the meeting.
- What is the parent's responsibly for? To attend the meeting and advocate for the child. Submit any important documentation.
- What is the counselor responsible for? To test the child. Evaluate his/her behavior, attitude, emotion and/or academics.
According to Ms. Archibald, a local school counselor in the Prince George's County Public School (PGCPS) system, dealing with referrals and IEPs can be challenging. Of course the teacher or parent starts off the process by requesting a referral however information needs to be brought to the attention of the Special Education coordinator in order to set up a meeting and once a plan is created the teacher is federally bound to implement the plan. A teacher can get in trouble with the law if they are not meeting the needs of children with disabilities. In addition, IEPs are often lengthy as well. However the Administrative staff are there to assist you as necessary as well as your SPED coordinator.
3. A quick snap shot of the demographics of referral to SPED?
Ms. Archibald shared that boys are more often referred to SPED. They are often of African American and Hispanic origins and are referred due to one or more of the following reasons:
- low test scores
- concerning issues
- behavior
- behind in reading
- behind in math
- sociological background
- lack of knowledge of teachers in handling behaviors and/or cultural differences
It is clear that the teacher is the hub station of the referral process because it start with him/her and it ends with him/her implemented what has been determined. And after gathering all this information you would be much pleased that the public school system has determined a way to help students in need. However I am bit reluctant of the system and how I would be able to implement it within my environment. As a teacher who already creates an individual learning plan based on the skills mastered of my children and needs to know about all the allergies of the children ad well as it would seem very overwhelming to have more than one child with an IEP.
For many IEPs and SPED is very beneficial and for some it is a behavioral plan. Ms. Archibald and Mrs. Jalloh also stressed that "[SPED] is not a behavior program" (S. Archibald, personal communication, September 2015). But for many males and now females within recent years, SPED is sometimes of disadvantage. Here is what Ms. Archibald had to say about gender and referrals.
(S. Archibald, personal communication, September 2015)
(S. Archibald, personal communication, September 2015)
Ms. Jalloh suggested that she tend to refer students to SST (Student Support Team) first to try and implement strategies into the classroom before requesting a meeting to see if a student qualifies as with a disability.
As an educator, I must say I continue to very sensitive when it comes to this process. There are parents whom I have interacted with who have refused support for their child because of the stigma they thought would be attached to their child. In addition, sometimes having to ask for additional assistance made me feel inadequate as a teacher. However, I am more willing to ask for assistance and attempt to communicate frankly with my parents in case there needs to be an intervention of some kind.
In many ways my reluctancy may have developed from an early age. Many of my friends while I was growing up were placed in SPED for reasons that I felt were invalid. It made the children feel as if they were not a part of the group and it did not seem to be as beneficial as the teachers and parents ad anticipated. However I continue to have a new perspective on teaching an implementing strategies. The ONE school of New York has deloveped a great understanding learning - all children have special needs. To me this thought process is much more appropriate than only some people have needs because in fact all human beings are not alike. Therefore we must follow the child and treat each fairly based on their individual needs not on the needs of others.
(, 2010)
One thing I have noticed within the public school system is the heavily implementation of testing and the need for data driven curriculum. According to Jalloh, she sees the obsessive use of testing as a hinderance for the students when trying to implement IEP plans.
(E. Jalloh, personal communication, September 2015)
Furthermore, if the main objective of school is to learn how to explore question and do your best continuous strain on an individual will eventually do the opposite for not only the students but also the teachers. It becomes difficult to allow the process of learning to develop when there are continuous deadlines and mandates popping up during moments of growth.
Knowing More about the Interviewed Persons.
S. Archibald is a school counselor in PGCPS. She has been a school counselor for 15 years within the PGCPS, St. Mary's County and Pittsburgh Public School system. She previously a Mental Health Therapist/Supervisor for 6 years. She currently has a case load of 21 out of 280 students in the 8th grade with IEPs.
E. Jalloh is a dually certified teacher - traditional Teacher and Special Education - in DCPS. She has been a SPED teacher and Administrative staff member for a combination of 20 years within DCPS and PGCPS system. She has been involved with about 20 referrals n SPED and has referred 3-7 referral to the SST (Student Support Team).
A Summary of the Questions Asked
Reference:
Decoding Dyslexia Iowa. 2015. Federal IDEA. Retrieved from http://www.decodingdyslexiaiowa.org/federal/
Social Butterfly LA. 30 Nov 2010. SCHOOL OF ONE. Retrieved from https://www.youtube.com/watch?v=HSTrI6nj5xU
Texas Council for Developmental Disabilities. 2013. The Special Education Referral Process. Retrieved from http://www.projectidealonline.org/special-education-referral-process.php
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