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A Closer Examination of the Education for All Handicapped Children Act: A Guide for the 1980s.
Peer reviewed Peer reviewed
Brown, Ronald T. – Psychology in the Schools, 1980
Discusses identification and evaluation guidelines under the Education for All Handicapped Children Act. To satisfy federal mandates concerning the placement of handicapped children, public school systems are required to utilize a least restrictive environment, whereby complete segregation of handicapped from nonhandicapped children is prohibited.…
Descriptors: Access to Education, Children, Delivery Systems, Disabilities
Recategorized WISC-R Scores of Learning Disabled Children and Differential Diagnosis.
Peer reviewed Peer reviewed
Clarizio, Harvey; Bernard, Robert – Psychology in the Schools, 1981
Analyzed WISC-R profiles along a three-factor approach for purposes of differential diagnosis. Profiles of 278 school-verified learning disabled children were compared to those of Educable Mentally Impaired (N=141), Emotionally Impaired (N=67), Otherwise Impaired (N=61), and Nonimpaired (N=294). Resulting data was not useful in differential…
Descriptors: Children, Classification, Disability Identification, Educational Diagnosis
The Stability of Child Study Team Classification Over Four Years.
Peer reviewed Peer reviewed
Docherty, Edward M., Jr.; Culbertson, William C. – Psychology in the Schools, 1982
Studied the stability of Child Study Team classifications over four years by relocating learning disabled (LD), emotionally disturbed (ED), and unclassified boys (UC) originally sampled in 1975. Results demonstrate high stability of classification status for UC children, moderate stability for LD children, and relatively low stability for ED…
Descriptors: Classification, Disability Identification, Educational Diagnosis, Elementary Education
An Investigation of the Ability of Selected Instruments to Discriminate Areas of Exceptional Class Designation.
Peer reviewed Peer reviewed
Sapp, Gary L.; And Others – Psychology in the Schools, 1984
Examined the role of various psychoeducational assessment devices in contributing to appropriate placement decisions for 30 emotionally handicapped, 30 learning disabled, and 30 educable mentally retarded students. Results showed that standardized tests plus teacher ratings were effective in predicting only the EMR group. (JAC)
Descriptors: Disability Identification, Elementary Education, Elementary School Students, Emotional Disturbances