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The referral process characteristics and children /adolescents with intellectual disabilities

Matej Rovšek (2013) The referral process characteristics and children /adolescents with intellectual disabilities. PhD thesis.

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    Abstract

    The research object of the present dissertation is the examination of the referral process characteristics of children and adolescents with intellectual disability into education and schooling curriculas, with a special emphasis on examining the efficacy of the referral process and the connection of different agents with the referral efficacy such as the pre-school curriculas, the socio-economic status, years of schooling, grade retention, academic grades, location of the Referral Process Commission of children with special needs as well as parents' complaints on the decision of such commissions. The quantitative part of the research used data of 321 children and adolescents with intellectual disability who are being schooled in accordance to the Modified education curricula for children with mild intellectual disability and Special programme with curricula for children with moderate intellectual disability of education and schooling in Ljubljana. We have found that most of the children with a mild intellectual disability (76,5%) have been included into general curriculum without modifications and after several years they were re-referred into education programme with modified curricula. With more than 99 confidence we can conclude that the share of pupils from the basic set who were moved from a general education curricula programme to the modified curricula programme is bigger than a half. This means that we are dealing with a systematic violation of not meeting the diverse needs of children and adolescents with intellectual disability. Of the most relevant results of research the following conclusion can be drawn – academic grades is not a criterion for start up the referral process. Before the process most of the pupils are positively graded. Besides, the Referral commissions have a 10-59% accuracy rate at the first setting of children with intellectual disability which points to the obvious heteronomy in criteria and work of Referral commissions of children with intellectual disability.

    Item Type: Thesis (PhD thesis)
    Keywords: children and adolescents with intellectual disabilities, referral process, too demanding curricula, educational benefit
    Number of Pages: 138
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Slavko GaberMentor
    doc. dr. Majda KončarComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9882697)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1939
    Date Deposited: 29 Nov 2013 11:30
    Last Modified: 29 Nov 2013 11:30
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1939

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