From referral to placement: teachers' perceptions of their responsibilities.

Abstract

Eleven veteran resource room teachers from seven different LEA's were interviewed regarding their responsibilities during due process. Emergent design was employed for this inquiry. The respondents described in detail the chronological order of events they experienced and their responsibilities at each step. A listing of responsibilities was identified and delineated from the transcripts. Assessing the referring teacher, “psyching” the psychologist, and soothing the disappointed classroom teacher are examples of responsibilities shared by the respondents.