Literaturnachweis - Detailanzeige
Autor/inn/en | Gresham, Frank M.; und weitere |
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Titel | Critical Analysis of the 1992 AAMR Definition: Implications for School Psychology. |
Quelle | In: School Psychology Quarterly, 10 (1995) 1, S.1-19 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 1045-3830 |
Schlagwörter | Stellungnahme; Adaptive Behavior (of Disabled); Disabilities; Identification; Intelligence Quotient; Mental Retardation; Primary Education; Secondary Education; Validity |
Abstract | The 1992 definition of mental retardation recently written by the American Association on Mental Retardation replaces designated levels with intensities of needed supports to facilitate an individual's functioning across environments. This article critically analyzes this new definition and discusses several challenges it presents to school psychologists in assessing and classifying intelligence, adaptive behavior, and intensities of needed supports. (JPS) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |