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.
Mots-clés Pascal : Milieu scolaire, Environnement social, Ecole primaire, Utilisation, Educateur spécialisé, Psychologue scolaire, Efficacité traitement, Trouble apprentissage, Pédagogie spéciale, Organisation santé, Santé mentale, Etats Unis, Amérique du Nord, Amérique, Enfant, Homme, Age scolaire
Mots-clés Pascal anglais : School environment, Social environment, Primary school, Use, Specialized educator, School psychologist, Treatment efficiency, Learning disability, Special education, Public health organization, Mental health, United States, North America, America, Child, Human, School age
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0487045
Code Inist : 002B18H05B. Création : 22/03/2000.