The Identification of Students with Emotional Disturbance: Moving the Field toward Responsible Assessment Practices

Autor/inn/en	Hanchon, Timothy A.; Allen, Ryan A.
Titel	The Identification of Students with Emotional Disturbance: Moving the Field toward Responsible Assessment Practices
Quelle	In: Psychology in the Schools, 55 (2018) 2, S.176-189 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanchon, Timothy A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22099
Schlagwörter	Disability Identification; Emotional Disturbances; Special Education; Disabilities; Educational Quality; Educational Legislation; Equal Education; School Psychologists; School Psychology + Suchen Sie Ihr Suchwort? Gefühlsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Quality of education; Bildungsqualität; Bildungsrecht; Schulgesetz; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie
Abstract	For over 40 years, the special education category "Emotional Disturbance" (ED) has elicited considerable confusion and controversy for educators. Perhaps most notably, the federal ED definition has been assailed for its inclusion of vague, construct-laden terminology, coupled with a general lack of clarity or guidance. In this article, we review the salient issues that have surrounded ED since it was first recognized as a disability category under P.L. 94-142 (i.e., the Education for All Handicapped Children Act). Additionally, we offer guidance that is intended to promote responsible and defensible assessment practices, as well as assist school psychologists and other educational professionals to avoid potential clinical judgment errors that may otherwise cloud the eligibility determination process. To conclude, we advocate for comprehensive assessment practices that are conducted in accordance with ethical standards that govern the field of school psychology, and are underpinned by scientific principles with the intent of accurately identifying as well as optimally serving students who are considered for the ED category. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01