Preassessment Procedures for Learning Disabled Children

Abstract

Forty-one teachers who had experience with LD preassessment procedures responded to a 25-item questionnaire regarding their attitudes toward the preassessment process. The results suggested that while the teachers were pleased with the preassessment team members themselves, they did not agree that their teams' intervention recommendations were successful in correcting the referral problem. It was not clear that the teams provided any new intervention ideas or whether the teams explored a sufficient variety of intervention options. As a result of their experiences with their teams, about as many teachers reported that they will continue to refer cases to the preassessment teams as those who will not. Suggestions for improving the preassessment team process are offered.