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

Autor/inn/en	Yoshida, Roland K.; und weitere
Institution	Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Titel	Availability and Helpfulness of Appraisal Information for Making Special Education Program Decisions.
Quelle	(1976), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	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; Connecticut + Suchen Sie Ihr Suchwort? Auswertung; Data capture; Datensammlung; Decision-making; Entscheidungsfindung; Gefühlsstörung; Bundesrecht; Informationsverbreitung; Information need; Informationsbedürfnis; Learning handicap; Lernbehinderung; Programmplanung; Programme evaluation; Programmevaluation; Fragebogen; Soziale Anpassung; Special needs education; Sonderpädagogik; Sonderschulwesen; Landesrecht; Regierungsprogramm; Survey; Umfrage; Befragung
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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC