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.
Bibliographical noteFunding 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.