The Pre-Referral Process - Case Study #7

As a recent graduate I do not have any experience with the pre-referral or referral process to directly reflect upon. However, I think reading case #7 "Why Can't Annie Listen and Finish Her Work?" really allowed me to reflect on the complexities of the referral process; especially the personal impact it can have on all those involved.

I found Mrs. Wilson's reflections and Ms. Way's reaction to the situation very illuminating. These accounts provide a very interesting look at an aspect of referral process which does not always immediately come to mind; the pride of those involved. One thing that can be overlooked when dealing with these cases is the emotions of those affected.

For example, while Ms. Way's reflections (pg.64) can in some ways seem self-centered, I think it is fair to say that these would be the concerns of any new teacher attempting to make a name for herself in her career. Moreover, she brings up an interesting moral dilemma: "What about the other children in my class who are having even more difficulty than Annie? Does the squeaky parent necessarily get the grease? ... If I'm going to refer Annie, I had better do something about these two other children, too... What should I do?"

While perhaps this reflection should be more focused on what should be done for Annie during the pre-referral process, I can't help but wonder about the same questions as Ms. Way. Moreover, is her resistance to refer Annie and these other children reflective of bad practice? Or does she have some grounds for wanting to wait a bit and try some informal strategies? But at the same time, even if these informal strategies work for these children, the lack of a formal IEP does not ensure these children will always receive these strategies, so should she begin the pre-referral process? Then again, isn't the pre-referral process all about informal strategies? So no matter what, Ms. Way is going to have to look at her teaching practices and make some adjustments. So therefore, wouldn't it be better to do so with the support of others in your school community?

I think the main issue here is that Ms. Way sees asking for assistance as a failing on her part. The fact of the matter is though that seeking help from your school community does not exhibit weakness, but in fact strength. It affirms that the teachers is life-longer learner who sees the value in community members collaborating. Nonetheless, one cannot deny that she might feel just like Ms. Way in this situation.

Then there is Mrs. Wilson. Getting Annie's report card was like experiencing a flashback. She's been through this before with her son Mason. While this obviously allows Mrs. Wilson to veer forward proactively, she is also likely feeling frustrated. She knows how trying the upcoming struggles she and Annie will have because she's faced them before. Additionally, she recognizes that Annie may not be as receptive to help as Mason was.

I think Mrs. Wilson's desire to begin the process for Annie to have an IEP is well-founded. She's been through this system before and has tangibly seen the benefits for one of her children. Additionally, while Ms. Way is definitely qualified, Mrs. Wilson likely feels that Ms. Way will require some assistance with effectively accommodating/modifying for an exceptional student. Fundamentally, the referral process isn't just about benefiting Annie, but also Ms. Way.