ERIC Number: ED258390
Record Type: RIE
Publication Date: 1984-Dec
Identifying Learning Disabled Students: Guidelines for Decision Making.
Chalfant, James C.
The report examines current problems in assessing and identifying learning disabled students and recommends practices to solve those problems. An initial chapter reviews the reasons for misidentification of this population. Section I presents a summary of identification practices drawn from guidelines of 50 state educational agencies, the District of Columbia, and 48 local educational agencies. Sections II through IV deal with these practices in greater detail, including such topics as the following: determining eligibility (terminology and definition, exclusionary criteria, the discrepancy criterion); identification procedures (pre-referral activities, teacher support teams, identification of high risk students); and decision making (team decision making, transitioning and exiting procedures). It is recommended that: (1) on the state level, practices and procedures already in operation should be reviewed and refined; and (2) on the local level, guidelines need to be more clearly delineated, and known improvements applied. The long-range implications are that: (1) the roles of special education versus regular education should be redefined; (2) the concept of "eligibility" ought to be reviewed; and (3) there is a great need for regular education to develop special help alternatives for any student who may need assistance. (CL)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: NETWORK, Inc., Andover, MA.; Trinity Coll., Burlington, VT. Northeast Regional Resource Center.
Note: Prepared by the SEP National Task Force on Specific Learning Disabilities.