View in EDS

Availability and Helpfulness of Appraisal Information for Making Special Education Program Decisions.

Saved in:
Bibliographic Details
Title: Availability and Helpfulness of Appraisal Information for Making Special Education Program Decisions.
Authors: Yoshida, Roland K., Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Peer Reviewed: N
Page Count: 19
Publication Date: 1976
Document Type: Reports - Research
Descriptors: Academically Handicapped, Data Analysis, Data Collection, Decision Making, Educational Programs, Emotional Disturbances, Federal Legislation, Handicapped Children, Information Dissemination, Information Needs, Learning Disabilities, Mild Mental Retardation, Program Development, Program Evaluation, Questionnaires, Social Adjustment, Special Education, State Legislation, State Programs, Surveys, Teamwork
Geographic Terms: Connecticut
Abstract: Recent federal and state legislation and litigation has changed the information needs for special education pupil planning by implementing multi-sourced evaluation and inter-disciplinary planning teams. These changes have resulted in an increase in the range of information which must be collected for making placement and programing decisions as well as an increase in the number of school personnel who must review the data. Central questions of the present study were: (1) what types of information were judged helpful, and (2) to what extent was information distributed to planning team members? Results indicated that systematic differences occur in the extent to which information types are rated helpful in making programing decisions, and appraisal personnel have more information types available than instructional or administrative planning team members. Implications of these results for future research into the information needs of pupil planning teams are discussed. (Author/MV)
Entry Date: 1976
Accession Number: ED139831
Database: ERIC
Description
Abstract:Recent federal and state legislation and litigation has changed the information needs for special education pupil planning by implementing multi-sourced evaluation and inter-disciplinary planning teams. These changes have resulted in an increase in the range of information which must be collected for making placement and programing decisions as well as an increase in the number of school personnel who must review the data. Central questions of the present study were: (1) what types of information were judged helpful, and (2) to what extent was information distributed to planning team members? Results indicated that systematic differences occur in the extent to which information types are rated helpful in making programing decisions, and appraisal personnel have more information types available than instructional or administrative planning team members. Implications of these results for future research into the information needs of pupil planning teams are discussed. (Author/MV)