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ERIC Number: ED190663
Record Type: RIE
Publication Date: 1980-May
Pages: 10
Abstractor: N/A
Reference Count: 0
The School-Based Multidisciplinary Team and Nondiscriminatory Assessment.
Pfeiffer, Steven I.
The potential of multidisciplinary teams to control for possible errors in diagnosis, classification, and placement and to provide a vehicle for ensuring effective outcomes of diagnostic practices is illustrated. The present functions of the school-based multidisciplinary team (also called, for example, assessment team, child study team, placement committee) are clustered into four generic groupings: (1) assessing referred students' suspected areas of disability; (2) determining eligibility for special education programming; (3) formulating Individualized Educational Plans, developing short-term instructional objectives, and projecting long-term educational goals for special education students; and (4) periodically reviewing the appropriateness of student placements. A model of team functioning is proposed, focusing on the outcomes of their diagnostic procedures. The team can advance nondiscriminatory assessment practices by implementing a more expansive Assessment-Intervention-Follow through (AIF) approach, thus providing additional benefits, such as continuous consultative support; safeguards against overuse of mainstreaming; program planning/evaluation; and forums for convergence of differing values. (Author/GK)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Assessment Intervention Follow Through; Nondiscriminatory Assessment; School Based Multidisciplinary Team
Note: Paper presented at the Annual Meeting of the International Reading Association (25th, St. Louis, MO, May 5-9, 1980).