Effectiveness of Special Education Personnel in the Intervention Assistance Team Model

The effectiveness of including special education professionals in the intervention assistance team (IAT) process was examined. The author surveyed 25 public elementary schools to determine if they used special education personnel as part of their IAT model. The schools were grouped according to thei...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 1999-07, Vol.92 (6), p.354-356
Main Author: Burns, Matthew K.
Format: Article
Language:English
Subjects:
Behavior
Biological and medical sciences
Classroom management
Disabilities
Educational psychology
Educational research
Educational Strategies
Educators
Elementary Education
Elementary schools
Exceptional children
Grade Repetition
Indiana
Intervention
Medical sciences
Mental health
Organization of mental health. Health systems
Polls & surveys
Prereferral Intervention
Psychological counseling
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Public schools
Referral
Regular and Special Education Relationship
School Holding Power
School psychologists
School surveys
Social psychiatry. Ethnopsychiatry
Special education
Special Education Teachers
Student Behavior
Student Placement
Student retention
Teaching Methods
Teams
Variables
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Summary:The effectiveness of including special education professionals in the intervention assistance team (IAT) process was examined. The author surveyed 25 public elementary schools to determine if they used special education personnel as part of their IAT model. The schools were grouped according to their inclusion or noninclusion of those professionals. The 2 groups were then compared for rate of student retentions and referrals to special education. Results suggest that students who attended schools with special IAT educators had a significantly smaller chance of being retained or referred to special education than did those who attended schools without this model.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220679909597619