Abstract
The implementation of prereferral models was being discussed in educational literature as early as 1979. Over the past decade, schools in the United States have begun to adopt prereferral models to meet multiple goals, such as reducing inappropriate referrals to special education, supporting students who face academic and behavioral challenges, identifying students with learning disabilities (LDs), and increasing the efficacy of general education teachers in working with all students, including those with disabilities, in general classroom settings. This paper compares the backgrounds, philosophies, and components of different developed prereferral models before and after the reauthorization of the Individual with Disabilities Educational Act (IDEA) of 2004. This discussion divides the emerging prereferral models in educational literature into three main models, two of which - the consultation model and the problem-solving model - were commonly implemented by schools before reauthorization of the IDEA. The third model is the tiered-support model, various forms of which became widespread after the reauthorization of the IDEA in 2004. Current trends and challenges in implementing prereferral models are discussed, and recommendations are made for future research and practices.