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Peer reviewed Peer reviewed
ERIC Number: EJ667521
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0279-6015
EISSN: N/A
The Potential for Empirically Based Estimates of Expected Progress for Students with Learning Disabilities: Legal and Conceptual Issues.
Stone, C. Addison; Doane, J. Abram
School Psychology Review, v30 n4 p473-86 2001
The purpose of this article is to spark discussion regarding the value and feasibility of empirically based procedures for goal setting and evaluation of educational services. Recent legal decisions and policy debates point to the need for clearer criteria in decisions regarding appropriate educational services. Possible roles for school psychologists are discussed. (Contains 56 references.) (GCP)
Descriptors: Academic Standards, Curriculum Evaluation, Educational Objectives, Expectation, Instructional Effectiveness, Learning Disabilities, Legal Responsibility, School Psychologists, School Psychology
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A