Donald L. MacMillan, University of California, Riverside, & Gary N. Siperstein, University of Massachusetts, Boston
Learning Disabilities Summit: Building a Foundation for the Future White Papers
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1 We recognize that another step exists, that of prereferral intervention. In the past, referral led to formal assessment; however, current practices typically involve an intermediate step in the process--prereferral intervention. This step entails a variety of modifications designed to keep the student in general education, and only after a child fails to respond to the prereferral intervention is he or she referred for formal assessment to establish eligibility. However, our experience in the schools suggests that in some schools this step is pro forma, and the child will almost inevitably be referred for formal assessment. Gottlieb et al. (1994) reported this to be the case in large urban districts. In other school districts a legitimate effort is made to maintain the child in general education. We decided to exclude this step because we felt it would cloud the discussion. We note the extent to which clinical judgment enters into decisions regarding what intervention will be tried, where and for what period it will be implemented, and judgments about its perceived effects.
The authors wish to thank Martha Brooks, Michael Gerber, Russell Gersten, and Daniel Reschly for their thoughtful reviews of the original version of this paper and suggestions for modifications.
Funding for NRCLD is provided by the U.S. Department of Education, Office of Special
Education Programs. Award No. H324U010004. Opinions expressed herein are those of the National
Research Center on Learning Disabilities and do not necessarily represent the position of the U.S.
Department of Education.
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Last Updated: November 19, 2007
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