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Ramberg, Joacim; Watkins, Amanda – FIRE: Forum for International Research in Education, 2020
The European Agency Statistics on Inclusive Education (EASIE) work focuses upon the collection and analysis of longitudinal, comparative national data related to inclusive education systems and learners with officially recognised special educational needs (SEN) among its 31 member countries. In this article, the EASIE work is discussed in relation…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Regular and Special Education Relationship
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Williamson, Pamela; Hoppey, David; McLeskey, James; Bergmann, Erica; Moore, Hanna – Journal of Special Education, 2020
The least restrictive environment (LRE) mandate suggests a preference for educating students with disabilities in general education settings provided their needs can be met there. This study examined national trends in the educational placements of students with disabilities ages 6 to 17 in the 50 states and the District of Columbia from 1990…
Descriptors: Student Placement, Students with Disabilities, Regular and Special Education Relationship, Inclusion
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Hjörne, Eva; Evaldsson, Ann-Carita – International Journal of Inclusive Education, 2015
In this study, we explore what happens to young people labelled as having attention deficit hyperactivity disorder (ADHD) after they have been excluded from mainstream class and placed in a special class. More specifically, we focus on how a specific disability identity is locally accomplished and ascribed to a girl placed in an ADHD class…
Descriptors: Attention Deficit Hyperactivity Disorder, Females, Special Education, Disability Identification
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Kirk, Samuel A.; Kirk, Winifred D. – Journal of Learning Disabilities, 1983
The author traces efforts to define and redefine learning disabilities (LD). The inclusion of children in LD classes who do not meet requirements of the definition is seen as a common yet dangerous practice. (CL)
Descriptors: Definitions, Disability Identification, Educational Trends, Elementary Secondary Education
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Glassberg, Leslie Ann – Behavioral Disorders, 1994
A discriminant analysis of characteristics of students with behavioral disorders in three progressively more intensive placements indicated that age at time of diagnosis was the strongest discriminating variable contributing to placement outcomes. Younger, brighter students tended to be mainstreamed, and older students with more externalizing…
Descriptors: Age Differences, Behavior Disorders, Disability Identification, Intelligence
Leitch, Davis; Sodhi, S. S. – B. C. Journal of Special Education, 1986
The article criticizes current special education practices, noting that the concept of individual differences has led ultimately to the practice of labeling children with special needs. The "medical model" has put children in special classes, where they tend to perpetuate and reinforce both the labels and behaviors implied by those labels.…
Descriptors: Disabilities, Disability Identification, Educational Practices, Elementary Secondary Education
Woolley, Helen Thompson; Ferris, Elizabeth – Bureau of Education, Department of the Interior, 1923
This bulletin is a report of one of those side issues, or by-products, of a piece of scientific work which often proves to be more important than the main issue. When, in 1916, the psychological laboratory of the Vocation Bureau of Cincinnati (Ohio) was given an official position in the public-school system, the first task assigned it was that of…
Descriptors: Academic Failure, Observation, Special Schools, Special Classes
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Duncan, Brent B.; And Others – Behavioral Disorders, 1995
Diagnostic and treatment histories of 85 children and adolescents served in 2 exemplary school-based day-treatment programs in California were analyzed. Findings suggest a significant lag time between first symptoms, referral for services, and treatment; marked instability of psychiatric diagnoses over time; and lack of concordance between…
Descriptors: Agency Cooperation, Clinical Diagnosis, Disability Identification, Educational Diagnosis
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Brody, Linda E.; Mills, Carol J. – Journal of Learning Disabilities, 1997
Explores current policies and practices concerning the definition, identification, and educational needs of students who are both gifted and learning disabled. Recommendations stress the need for less rigid definitions and cutoff scores for program eligibility and the provision of a wide variety of settings (resource rooms, special classes) and…
Descriptors: Ability Identification, Definitions, Delivery Systems, Disability Identification