Which factor is most likely to contribute to the over-identification of students for special education services?

The factor that most likely contributes to the over-identification of students for special education services is the failure to maximize intervention strategies in general education. When schools do not implement effective or sufficient intervention strategies, students who may have mild learning difficulties or behavioral issues may not receive the support they need within the general education setting. As a result, these students might be prematurely referred for special education evaluation, as educators are seeking more intensive resources than what general education can provide.

By not effectively utilizing intervention strategies, such as differentiated instruction, targeted small-group interventions, or Response to Intervention (RTI) models, educators may fail to address the needs of these students in a timely and appropriate manner. Consequently, this may lead to a higher number of referrals to special education, as the inability to meet students' needs in the regular education setting may be interpreted as a sign that special education services are necessary.

Maximizing intervention strategies in general education can help to ensure that students are provided with the support they need before considering more restrictive placements in special education, thereby reducing the likelihood of over-identification.