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Referral of the child with learning problems: Bridging a communication gap
Author(s) -
Walsh Mary E.,
Serafica Felicisima C.,
Bibace Roger
Publication year - 1976
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197601)13:1<50::aid-pits2310130113>3.0.co;2-e
Subject(s) - referral , psychology , bridging (networking) , learning disability , school psychology , process (computing) , medical education , developmental psychology , applied psychology , pedagogy , mathematics education , nursing , medicine , computer network , computer science , operating system
Successful communication between the teacher and school psychologist is considered a vital factor in providing appropriate diagnostic and remediation services to a child with a learning problem. Although considerable attention has been given to the psychological report, whereby the psychologist communicates with the teacher, only minimal attention has been given to the referral process whereby the teacher provides the psychologist with important behavioral data. Experience in one large metropolitan school system has demonstrated that teacher‐psychologist communication is facilitated through: (a) providing the teacher with a clear understanding of her role in the diagnostic and remediation process, (b) employment of a theoretical approach to learning disabilities which is shared by both teacher and psychologist, and (c) use of a specific referral form—theoretically based—in order to communicate data about the child with a learning problem.