ERIC Number: ED236829
Record Type: RIE
Publication Date: 1982-Jul
Reference Count: 0
Report from the July 1982 Assessment Conference (Eugene, Oregon, July 1982).
Moore, Caroline J., Ed.; Zeller, Richard W., Ed.
Eight papers are presented from a July 1982 conference on assessment. S. Wood and F. Hertlein begin with "Integrating Remedial Education in Olympia Public Schools: A Consulting Service Model for Low Performing and Handicapped Students." They describe the model's staff development modules, instructional support strategies, and management procedures. T. Fairchild analyzes "The School Psychologist's Role as an Assessment Consultant," which covers such aspects as instrument selection, staff development, acting as staffing facilitator, and information synthesis. B. Ehlert examines problems with the measurement of severe discrepancy in "Identifying Learning Disabled Students in Idaho." In "Social Behavior Survival: Preparing Handicapped Children for the Realities of Mainstream Classrooms," H. Walker and R. Hersh focus on the importance of teacher social behavior standards and expectations. A model of assessment being implemented in American Samoa is described by C. Starlin in "Observation + Screening + Assessment: Determining Children in Need of Special Education Services." The Resource Specialist Program for handicapped students with limited English Proficiency (LEP) is briefly described by O. Martinez in "Issues in Assessment and Service Delivery to LEP and Bilingual Handicapped Children." In his "Legal Review of Assessment Issues," S. Rosenfeld touches on court rulings and regulatory actions since the enactment of P.L. 94-142, the Education for All Handicapped Children Act and Section 504 of the Rehabilitation Act of 1973. G. ImObersteg reviews case law as well as statutory and constitutional aspects in "Legal Considerations in the Assessment of Students Who Are Bilingual or Who Have Limited English Proficiency." (CL)
Descriptors: Consultation Programs, Court Litigation, Disabilities, Elementary Secondary Education, Evaluation Methods, Expectation, Federal Legislation, Handicap Identification, Learning Disabilities, Legal Problems, Limited English Speaking, Mainstreaming, Models, Remedial Instruction, School Psychologists, Screening Tests, Student Evaluation, Teacher Attitudes
Publication Type: Collected Works - Proceedings
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Northwest Regional Special Education Instructional Materials Center.