ABSTRACT

The implementation of prereferral models was being discussed in educational literature as early as 1979. Over the past decade, schools in the United States have begun to adopt prereferral models to meet multiple goals, such as reducing inappropriate referrals to special education, supporting students who face academic and behavioral challenges, identifying students with learning disabilities (LDs), and increasing the efficacy of general education teachers in working with all students, including those with disabilities, in general classroom settings. This paper compares the backgrounds, philosophies, and components of different developed prereferral models before and after the reauthorization of the Individual with Disabilities Educational Act (IDEA) of 2004. This discussion divides the emerging prereferral models in educational literature into three main models, two of which – the consultation model and the problem-solving model – were commonly implemented by schools before reauthorization of the IDEA. The third model is the tiered-support model, various forms of which became widespread after the reauthorization of the IDEA in 2004. Current trends and challenges in implementing prereferral models are discussed, and recommendations are made for future research and practices.

摘要

早在 1979 年，教育文献中就已经讨论了预转模型的实施。在过去的十年中，美国的学校已经开始采用预转模型来实现多个目标，例如减少对特殊教育的不适当转介，支持面临困难的学生。学术和行为挑战，识别有学习障碍的学生 (LD)，并提高普通教育教师在普通课堂环境中与所有学生（包括残疾学生）合作的效率。本文比较了 2004 年残疾人教育法案 (IDEA) 重新授权前后不同开发的预转模型的背景、理念和组成部分。本次讨论将教育文献中新兴的预推荐模型分为三个主要模型，其中两个——咨询模型和问题解决模型——通常在 IDEA 重新授权之前由学校实施。第三个模型是分层支持模型，其各种形式在 2004 年 IDEA 重新授权后变得普遍。讨论了实施预转诊模型的当前趋势和挑战，并为未来的研究和实践提出了建议。