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PRE-REFERRAL SCREENING School Psychologist Special Education Assessment Pre-Referral Screening/RTI ProcessAbstractChildren with special needs require specialized interventions that help them attain the desired educational and behavioral goals the same as other students. These desires attract different forms of interventions, most of which focus on the steps that should be followed to enroll students in special programs. The procedures constitute pre-screening and pre-referral. The two serve as the assessment tools to determine if children are absorbed in special education programs. School psychologists, parents, and other experts desire to adopt other mechanisms that enable students to achieve similar goals. However, special children fail the test in many cases, making them potential candidates for the program. The bottom line in these procedures is enrolling only those eligible and those whom other interventions fail to work. This paper concentrates on school psychologists\' different special education roles and the various interventions used in supporting needy students.Table of ContentsChapter 1: Introduction 3Chapter 2: Methods 11Chapter 3: Review of Literature 18Chapter 4: Results and Discussion 35Chapter 5: Conclusion and Recommendations 40Annotated Bibliography 46References 51School Psychologist Special Education Assessment Pre-Referral Screening/RTI processChapter 1: IntroductionOne of the critical roles of professionals in schools is to run activities related to children\'s placement and referrals under special education. In practice, school psychologists assume evaluating children to determine those who qualify for such special services. The process takes different directions depending on the perception. On many occasions, the nature of a teacher\'s perception determines the validity of the referral process. A common principle question is the standards that schools use to measure the referral process\'s effectiveness or whether it meets the threshold to proceed with the process. The response is within reports by teachers but again raises questions about the accuracy of the self-report. This matter causes mixed reactions (Vanderheyden, Witt & Naquin, 2003). This paper seeks to dissect all the issues related to pre-referral screening and the roles of school psychologists.School psychologists offer numerous services that focus on helping youth and children achieve social, academic, emotional, and behavioral effectiveness. In doing so, they embark on mental health initiatives and educational services for youth and children. They also involve educators, parents, and different professionals who offer a supportive and social environment. Their role as psychologists requires that they apply their expertise during collaboration and consultation. During the process, psychologists guide decision-making by assessing the foundation of collected data. Their roles extend to engaging students in socialization, academic skills, learning, and mental health.School psychologists help enhance competency in different children and families by promoting effective learning, offering secure learning environments, responding to crises, nurturing the right behavior, and improving collaboration. These services are based on proper considerations of diversity in learning and development, professional practices, research programs, and ethical and legal domains. School psychologists are approved by educational agencies bestowed with regulatory authority to assess the credentials of potential professionals. Psychologists work in private and public education and school contexts (National Association of School Psychologists, 2010).The Referral ProcessEvery student begins a career journey with some needs. The most fundamental of all is professional guidance from educators to enable them to understand the surrounding world. Students often meet highly-qualified professionals during their first encounter in class. This is independent of their knowledge levels as there is always someone higher than them in terms of knowledge. However, children with special needs require a different set of professionals who understand their needs beyond what a standard classroom offers. During this phase, the educator, counselor, parent, or even selected educators witness challenges that special students face in their education acquisition journey. Appreciating the academic discrepancies that such students…[…… parts of this paper are missing, click here to view the entire document ]
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