Current Screening and Diagnostic Practices for Identifying Young Handicapped Children. Early Childhood Assessment Project Research Report #2.

Autor/inn/en	Ysseldyke, James E.; und weitere
Institution	Minnesota Univ., Minneapolis.
Titel	Current Screening and Diagnostic Practices for Identifying Young Handicapped Children. Early Childhood Assessment Project Research Report #2.
Quelle	(1985), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Agency Cooperation; Decision Making; Disabilities; Educational Diagnosis; Evaluation Methods; Handicap Identification; Preschool Education; School Policy; Screening Tests; Services; Special Education Teachers; Student Evaluation; Teacher Role; Test Bias; Minnesota + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Handicap; Behinderung; Pedagogical diagnostics; Pädagogische Diagnostik; Pre-school education; Vorschulerziehung; Schulpolitik; Screening-Verfahren; Dienstleistung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Lehrerrolle; Testkritik
Abstract	Current screening and diagnostic practices for identifying young handicapped children in Minnesota were surveyed. Information was gathered on the populations served, the professionals and tools employed in screening and diagnosis, decision criteria, and the perception of gaps and duplications in services. The results indicated a heavy reliance on a limited number of instruments for screening, even though the technical adequacy of several of the instruments is questionable. The special educator, in most cases, was the professional most often involved in conducting assessment in the developmental areas. Findings suggested the need to examine how the types of personnel involved in screening influence results and the extent to which duplication actually exists or is only perceived to exist. The need for a policy solution to the problem of promoting cooperation and coordination among agencies is stressed. (Author/CL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC