ERIC Number: ED373505
Record Type: Non-Journal
Publication Date: 1994-May
Reference Count: N/A
Consistency Needed in Naming Disabilities in Data Collection Programs. Brief Report 10.
National Center on Educational Outcomes, Minneapolis, MN.
This brochure argues for consistency in how disabilities are named in national data collection programs. It notes that currently many students with disabilities are excluded from national data collection programs and, when they are included, there is extreme variability in the disability classification assigned to them. Nineteen different national data collection programs were examined, of which only 10 identified students with a learning disability. A table lists each of the data sources and the special education categories recognized. It is recommended that the federal government and researchers: (1) develop a more uniform, perhaps standardized, system for naming disability conditions, possibly paralleling the federal special education categories; (2) initiate a dialogue among representatives from the appropriate federal groups and agencies, both educational and non-educational to identify possible means for collecting uniform disability-related data across agencies, especially for the school age population; (3) alternatively, develop "cross-walk" procedures to allow agencies' disability category systems to be converted to the federal special education system; and (4) intensify efforts to include all students and individuals with disabilities in national data collection programs and develop guidelines in testing accommodations. (DB)
Descriptors: Agency Cooperation, Data Collection, Definitions, Disabilities, Elementary Secondary Education, Government Role, Labeling (of Persons), National Programs, Research Needs
National Center on Educational Outcomes (NCEO) Publications Office, 350 Elliott Hall, 75 East River Rd., Minneapolis, MN 55455 ($1, quantity discount available).
Publication Type: Opinion Papers; Guides - Non-Classroom
Education Level: N/A
Audience: Policymakers; Researchers
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Educational Outcomes, Minneapolis, MN.