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ERIC Number: ED244440
Record Type: RIE
Publication Date: 1983-Sep
Pages: 112
Abstractor: N/A
Reference Count: 0
Identification/Classification Research: An Integrative Summary Of Findings.
Ysseldyke, James E.; Thurlow, Martha L.
The report summarizes research conducted by the Institute for Research on Learning Disabilities (IRLD) on issues in assessment and identification of learning disabled (LD) students. The initial chapter highlights major findings from IRLD research studies on five topics: (1) the nature of the identification/classification process, (2) characteristics of LD students, (3) accuracy of current classifications, (4) factors involved in decisionmaking, and (5) components of the team decisionmaking process. Implications for practice are examined in terms of process-related and definitional-related issues. Among implications noted are the need for refocusing multidisciplinary team activities and for a simplified, more pragmatic approach to the definition of LD. Chapter 3 summarizes research on the issues of processes of identification and classification, including technical adequacy of assessment devices and methods. Chapter 4 reviews findings on student characteristics, with data on professionals' perceptions and criteria used to classify and identify LD students. Among data cited, in chapter 5, on the accuracy of current classification schemes are that current criteria using standardized test scores are inadequate and accuracy in team decisionmaking is questionable. Chapter 6, on factors involved in the decisionmaking process, touches on decisionmakers' perceptions, actual influences, and effects of classification decisions. In chapter 7, the team decisionmaking process is examined in terms of such variables as parent and teacher roles, time spent, effectiveness, and participants' perceptions. A final chapter, chapter 8, summarizes the data sources and research procedures used to obtain the findings cited in previous chapters. (CL)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Identifiers: N/A