Classification of children in special education: Importance of pre‐assessment information
作者:
Joan Kastner,
Jay Gottlieb,
期刊:
Psychology in the Schools
(WILEY Available online 1991)
卷期:
Volume 28,
issue 1
页码: 19-27
ISSN:0033-3085
年代: 1991
DOI:10.1002/1520-6807(199101)28:1<19::AID-PITS2310280105>3.0.CO;2-C
出版商: Wiley Subscription Services, Inc., A Wiley Company
数据来源: WILEY
摘要:
AbstractThe records of 137 students for whom complete data files were available were examined in order to determine the extent to which pre‐assessment data (teacher referral information and standardized reading test scores) could successfully be used to predict the handicapping classifications decided on by child‐study teams. We were specifically interested in the predictive power of pre‐assessment information above and beyond that provided by handicapped children's race and gender. Results of our analyses indicated that pre‐assessment data can successfully predict the handicapped classifications of the majority of special education students, as well as differentiate students who are found eligible for special education from those found to be ine
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