The study involving 60 disabled and 624 nondisabled elementary students compared three methods used to evaluate social ability: teacher ratings, sociometric ratings, and direct observation. Findings revealed that disabled children are viewed as less socially acceptable by both teachers and peers but do not differ from nondisabled peers in actual…

Special education students (N=58) for whom teachers assessed baseline performance and set reading goals employing a standard format were assigned to goal ambitiousness groups. Teachers implemented students' goals, end-of-treatment goal mastery was determined, and pretest and posttest achievement scores were examined. Analyses revealed that…

The author criticizes an article defending the concept of learning disabilities and points out methodological concerns. He asserts that the term has not only not reduced ambiguities and inconsistencies in the definitions but has increased competition for diminishing federal and state support. (CL)

The concept of curriculum-based assessment (CBA), using the material to be learned as the basis for assessing the degree to which it has been learned, is introduced and compared to traditional forms of assessment, with reference to special education. (Author/CL)

Curriculum-based assessment (CBA) is based on three themes: (1) curriculum provides the most basic and meaningful avenue for classroom assessment; (2) curriculum places explicit demands upon the learner; and (3) curriculum must be controlled for academic success. Research has shown CBA effective in promoting good classroom performance, especially…

Curriculum-based measurement (CBM) combines the advantages of informal assessment and commercial standardized tests. Reliability and validity research on CBM is cited along with its benefits in special education (improved communication, increased sensitivity, improved database, and peer referencing). (CL)

The article describes the essential features of curriculum-based assessment (CBA) and provides suggestions for developing them. Special emphasis is placed on describing how teachers can use CBA results to place students into curriculum materials, adjust instruction based on their performance, and evaluate and communicate pupil progress. (Author/CL)

A computer-based measurement system for monitoring student progress through an individualized math and reading curriculum is described along with results of a study to determine whether special education and Chapter 1 students could be identified in reference to the number of units of instruction completed by the end of a school year. (Author/CL)

A model of special education based on the use of a direct and repeated measurement and evaluation system for developing effective educational programs is described. Two separate studies are included, presenting student outcome data at both the individual and system level, for academic and social behaviors. (Author/CL)

Two studies document benefits of implementing CBM (curriculum-based measurement) in both special and regular education settings. In Study 1 CBM is demonstrated to be a valid and reliable measurement system that aids teacher decisions regarding student placement, progress, and intervention effectiveness in an elementary school. Study II outlines…

The article describes the efforts of the New Orleans public schools to incorporate CBA (curriculum-based assessment) into their assessment practices in accordance with Louisiana rules and regulations. A training model was instituted that included shadowing, a process whereby the trainee practices a new skill in a work setting and receives…

The consultant interested in helping teachers adopt curriculum-based assessment techniques should consider the process of innovation along with aspects of school culture. The consultant should examine four stages in developing a model program: creating a need, supporting change, implementing a guided practice, sequence, and allowing for…

The article examines the legal problems associated with standardized testing instruments and their use and the legal imperative for using curriculum-based measures in special education evaluation systems. (Author/CL)

The role of Jose P. v. Ambach, a class action lawsuit involving the rights of handicapped students to be referred, evaluated, and placed in a timely fashion into appropriate educational programs and services in the New York City public schools, in structuring the delivery of special education services is discussed. (Author/CL)

The article describes the history and resolution of the Lora Litigation (Lora v. Board of Education of the City of New York) and the standards and procedures intended to prevent future discriminatory practices or to detect them as soon as they occur put as forward in the final order. (Author/CL)