Dissertations and Theses @ UNI


Open Access Thesis


Children with mental disabilities--Education; Special education--Evaluation;


The present study was designed to investigate parent and teacher reactions to the use of the Referral Question Consultative Decision Making (RQC) Model in conducting triennial re-evaluations in an educational facility serving students with mental retardation. The survey population included 30 parents and 15 teachers who were involved in triennial re-evaluations during the 1989-90 school year.

A questionnaire was mailed to the survey population which addressed the areas of referral questions and the written report, participation, and interventions. The survey included questions rated on a five point Likert Scale and open ended questions. Data were analyzed by reporting percentages of responses.

The results of the study indicated a positive reaction to the model by both teachers and parents. When asked to rate the model's overall effectiveness in addressing the concerns of the parents and teachers, nearly two-thirds of both groups gave the model a high rating. Parents and teachers were in unanimous agreement regarding the usefulness of the group report. Both teachers and parents reported high satisfaction with their participation. The response rate for parents (90%) was higher than that found in other studies. Parents responded more favorably to the exploration of ineffective interventions and the effectiveness of new interventions than did teachers. About one-fourth of the teachers expressed some dissatisfaction in this area. This has implications for both the designing and the follow-up of interventions.

Year of Submission


Degree Name

Specialist in Education


Department of Educational Psychology, Foundations, and Leadership Studies


Department of Educational Psychology and Foundations

First Advisor

Ann Vernon


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Date Original


Object Description

1 PDF file (99 pages)



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