Diagnosing and Planning for the Learning Disabled: The Relationship between State Policies and Services. Rockefeller Institute Special Reports, Number 15.

Autor/in	Possin, Carol C.
Institution	State Univ. of New York, Albany. Nelson A. Rockefeller Inst. of Government.
Titel	Diagnosing and Planning for the Learning Disabled: The Relationship between State Policies and Services. Rockefeller Institute Special Reports, Number 15.
Quelle	(1986), (41 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monografie
Schlagwörter	Compliance (Legal); Definitions; Disability Identification; Early Intervention; Educational Policy; Elementary Education; Labeling (of Persons); Learning Disabilities; Needs Assessment; Parent School Relationship; Pupil Personnel Services; Regular and Special Education Relationship; Remedial Instruction; Student Evaluation; New York + Suchen Sie Ihr Suchwort? Begriffsbestimmung; Politics of education; Bildungspolitik; Elementarunterricht; Labeling-Ansatz; Learning handicap; Lernbehinderung; Bedarfsermittlung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Förderkurs; Schulnote; Studentische Bewertung
Abstract	This study addressed policy problems encountered during the process of identifying and remediating pupils with learning disabilities (LD) in New York State. An ethnographic approach was used in the detailed analysis of policy as it affected 13 elementary LD students (from urban, suburban, and rural schools), their parents, and service providers. Policy issues addressed include: the definition of learning disabilities; timely evaluation and intervention; evaluation content; labeling; free and appropriate education; alternative testing and instruction; and the need for additional services. Analysis of results led to recommendations to: (1) clarify the state definition of LD; (2) provide for early structured intervention services outside of special education; (3) relate evaluation specifically to special education program planning; (4) encourage the integration of the special and regular education programs in school districts; (5) promote positive home-school cooperation in educating LD pupils; and (6) create financial incentives for preventive and declassification services. An appendix presents the questions used in adult interviews. (Contains 15 references.) (DB)
Anmerkungen	Nelson A. Rockefeller Institute of Government, State University of New York, 411 State St., Albany, NY 12203-1003 ($3 single copy plus shipping and handling; $2.40 for 10 or more plus shipping and handling).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC