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ERIC Number: ED263732
Record Type: RIE
Publication Date: 1985
Pages: 14
Abstractor: N/A
Reference Count: 0
Team Agreement.
Sweeney, Cheryl
To analyze how schools place students into special education, 66 case discussions were transcribed and assessment team members interviewed. Ways in which team participants weigh statements were examined through a taxonomy of their perceptions of learning disabilities and a match of the meeting discussions to subsequent placement decisions in light of these perceptions. Transcriptions were coded for context (e.g., test scores, classroom behavior) and for form (e.g., reiteration, rephrasing, examples). Utterances were then correlated to statements selected for inclusion in the student's folder, the individual pupil assessment (IPA), and factors cited in interviews leading to group consensus over placement. Participants were asked what they attended to in the meetings. There was no correlation between speaker and inclusion of statements into the IPA nor between speaker and adoption of placement recommendations. Findings also suggested that members' extended examples prefacing a statement seemed to equalize access of the participants in discussion. It was also found that goals are formed only after placement decisions are agreed upon. The taxonomy illustrated the commonality of perceptions across professional training. (CL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A