Current psychoeducational assessment and decision-making practices as reported by directors of special education

Stephen F. Poland; Martha L. Thurlow; James E. Ysseldyke; Phyllis K. Mirkin

doi:10.1016/0022-4405(82)90046-2

Current psychoeducational assessment and decision-making practices as reported by directors of special education

Stephen F. Poland, Martha L. Thurlow, James E. Ysseldyke, Phyllis K. Mirkin

Educational Psychology

Research output: Contribution to journal › Article › peer-review

19 Scopus citations

Abstract

Questionnaire data from 100 directors of special education were analyzed to characterize the manner in which decisions are made about children in school settings. Information was obtained on the major steps in the assessment and decision-making process and major problems faced by directors in implementing the decision-making process. The results indicated that, although most directors agreed on some components of the process, there was considerable variation in their descriptions of how the process is carried out. The implications of the ressults for current educational practice are discussed.

Original language	English (US)
Pages (from-to)	171-179
Number of pages	9
Journal	Journal of school psychology
Volume	20
Issue number	3
DOIs	https://doi.org/10.1016/0022-4405(82)90046-2
State	Published - 1982

Bibliographical note

Funding Information:
The research was supported by Contract #300-774491 between the Bureau of Education for the Handicapped and the University of Minnesota Institute for Research on Learning Disabilities.

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title = "Current psychoeducational assessment and decision-making practices as reported by directors of special education",

abstract = "Questionnaire data from 100 directors of special education were analyzed to characterize the manner in which decisions are made about children in school settings. Information was obtained on the major steps in the assessment and decision-making process and major problems faced by directors in implementing the decision-making process. The results indicated that, although most directors agreed on some components of the process, there was considerable variation in their descriptions of how the process is carried out. The implications of the ressults for current educational practice are discussed.",

author = "Poland, {Stephen F.} and Thurlow, {Martha L.} and Ysseldyke, {James E.} and Mirkin, {Phyllis K.}",

note = "Funding Information: The research was supported by Contract #300-774491 between the Bureau of Education for the Handicapped and the University of Minnesota Institute for Research on Learning Disabilities.",

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AU - Thurlow, Martha L.

AU - Ysseldyke, James E.

AU - Mirkin, Phyllis K.

N1 - Funding Information: The research was supported by Contract #300-774491 between the Bureau of Education for the Handicapped and the University of Minnesota Institute for Research on Learning Disabilities.

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N2 - Questionnaire data from 100 directors of special education were analyzed to characterize the manner in which decisions are made about children in school settings. Information was obtained on the major steps in the assessment and decision-making process and major problems faced by directors in implementing the decision-making process. The results indicated that, although most directors agreed on some components of the process, there was considerable variation in their descriptions of how the process is carried out. The implications of the ressults for current educational practice are discussed.

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Current psychoeducational assessment and decision-making practices as reported by directors of special education

Abstract

Bibliographical note

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