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Interdisciplinary services used by public schools.

M Bender, E W Lynch, S R Forness

    Applied Research in Mental Retardation
    |January 1, 1984
    PubMed
    Summary
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    Public schools frequently refer children with specific learning disabilities over those with mental retardation. Interagency cooperation in identification and assessment is most requested for staff training.

    Area of Science:

    • Educational Psychology
    • Special Education Administration
    • Public Health Policy

    Background:

    • Interagency cooperation is crucial for effective special education services.
    • Public schools face challenges in identifying and assessing students with disabilities.
    • Existing research on interagency collaboration in special education is limited.

    Purpose of the Study:

    • To survey interagency cooperation among public school educational agencies.
    • To identify the most frequently referred disability categories.
    • To determine the most requested interdisciplinary services for evaluation and training.

    Main Methods:

    • A questionnaire was developed to assess interagency cooperation.
    • The survey was distributed to public school educational agencies nationwide.

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  • Respondents included special education supervisors, principals, school psychologists, and administrators.

    • Main Results:

    • Children with specific learning disabilities were referred more often than children with mental retardation.
    • Identification and assessment were the most requested interdisciplinary services.
    • Evaluation and inservice training were key areas of need for public school staff.

    Conclusions:

    • Specific learning disabilities are a primary focus for referrals in public schools.
    • Enhanced interagency cooperation is needed for identification and assessment services.
    • Targeted training and evaluation support are essential for public school staff.