Norm-Referenced Tests: Are They Valid for Use with Handicapped Students?

1987 ◽  
Vol 54 (3) ◽  
pp. 263-271 ◽  
Author(s):  
Douglas Fuchs ◽  
Lynn S. Fuchs ◽  
Suanne Benowitz ◽  
Kenneth Barringer
Keyword(s):  
Special Education ◽  
Program Evaluation ◽  
Reliability And Validity ◽  
Achievement Tests ◽  
Evaluation Activity ◽  
Handicapped Children ◽  
Special Education Placement ◽  
Systematic Effort

Although norm-referenced tests have been a mainstay in special education placement and program evaluation activity, there never has been a systematic effort to determine whether handicapped children have been included in the development of the tests' norms, items, and indices of reliability and validity. The present investigation explored this question by analyzing up-to-date user manuals and technical supplements of 27 aptitude and achievement tests. Results indicated most test developers and publishers provide scant data on the appropriateness of their tests for use with handicapped children. Implications for test users, developers, and publishers are discussed.

Sex Role Stereotyping in Special Education: A Look at Secondary Work Study Programs

1976 ◽  
Vol 42 (6) ◽  
pp. 323-328 ◽  
Author(s):  
Patricia Thomas Cegelka
Keyword(s):  
Special Education ◽  
Program Evaluation ◽  
Sex Role ◽  
Mentally Retarded ◽  
Work Study ◽  
Sex Role Stereotyping ◽  
Study Programs ◽  
Ethical And Legal Considerations ◽  
Sex Biases

An examination of special education practices relative to secondary work study programs for the mentally retarded reveals sex biases in favor of the male enrollees. These biases are apparent in program admission, program offerings, and program evaluation. Both ethical and legal considerations dictate that those practices which serve to doubly handicap individuals labeled both retarded and female be eradicated. Suggestions are made for assessing and restructuring secondary work study programs in order to provide equal quality of participation for all.

Special Education Placement: An Interdisciplinary Case Study

2019 ◽  
Vol 22 (2) ◽  
pp. 14-25 ◽  
Author(s):  
Keri Giordano ◽  
Steven LoCascio ◽  
Rafael Inoa
Keyword(s):  
Special Education ◽  
School Psychologist ◽  
Educational Leaders ◽  
Role Playing ◽  
Child Study Team ◽  
Special Education Placement ◽  
Child Study ◽  
Special Education Needs ◽  
Study Team

This case is designed to help school leaders develop skills needed to work with interdisciplinary groups while demonstrating the complex issues faced while considering the special education needs of students. The case further examines a child study team meeting from the lens of different participants, including the principal, teacher, school psychologist, parents, and consulting psychologist. Although initially designed as an interdisciplinary lesson, with students from various programs taking on the roles, the case can also be used exclusively with educational leaders, with leaders role-playing the parts. Roles can also be adjusted and/or eliminated as needed to accommodate other disciplines.

The Role of Council of Administrators of Special Education

1979 ◽  
Vol 46 (1) ◽  
pp. 42-48
Author(s):  
Jack Lamb ◽  
Leonard C. Burrello
Keyword(s):  
Special Education ◽  
Least Restrictive Environment ◽  
Special Education Administrators ◽  
Handicapped Children ◽  
Administrative Position ◽  
Delivery Of Services ◽  
Restrictive Environment ◽  
Education Administrators

This article describes the role of the Council of Administrators of Special Education (CASE) in their support of special education administrators in the context of the aftermath of P. L. 94-142. The forces and factors that are affecting the role incumbent in the special education administrative position are presented in ways in which CASE is attempting to serve its membership in a period of disequilibrium and change. The article is based upon both solicited and unsolicited comments from administrators from around the country. It highlights past and future activities that CASE is seeking to develop and implement in support of leadership persons in delivery of services of all handicapped children in the least restrictive environment.

Initiatives in Religious Education for Handicapped Children, Adolescents and Adults

1984 ◽  
Vol 8 (2) ◽  
pp. 30-35
Author(s):  
B. D. Briese
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Christian Education ◽  
Religious Education ◽  
Sunday School ◽  
Social Aspects ◽  
List Type ◽  
Special Schools ◽  
Handicapped Children ◽  
Adolescents And Adults

The Crossroads Special Education Task Group was formed in Queensland early in 1983 at the request of the Joint Board of Christian Education of Australia and New Zealand. Crossroads is an Australia wide, inter-church organisation which promotes the welfare of handicapped persons through: (a) regular club programs which have spirtual, recreational, educational and social aspects;(b) holiday activities under structured leadership and help from “enablers”;(c) special assistance to handicapped persons in church and Sunday school;(d) provision of religious education programsin State special schools;(e) chaplaincies to sheltered employment centres and institutions.

Provision of Related Services for Children with Chronic Disabilities

PEDIATRICS ◽  
1985 ◽  
Vol 75 (4) ◽  
pp. 796-797
Author(s):  
Keyword(s):  
Special Education ◽  
Program Planning ◽  
Individual Education Plan ◽  
Speech Pathology ◽  
Supportive Services ◽  
Related Services ◽  
Handicapped Children ◽  
Physician’S Role ◽  
Free Appropriate Public Education ◽  
Physician's Role

The term "related services" is defined in Public Law 94-142, the Education for All Handicapped Children Act of 1975, as follows: . . . related services means transportation, and such developmental, corrective and other supportive services (including speech pathology and audiology, psychological services, physical and occupational therapy, recreation, and medical and counseling services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a handicapped child to benefit from special education, and includes the early identification and assessment of handicapping conditions in children. Under PL 94-142, all handicapped children are to have available to them "a free, appropriate, public education which includes special education and related services to meet their unique needs." Such services are to be provided at no cost to the child or family in conformity with an Individual Education Plan. PROBLEMS In the implementation of PL 94-142, the physician's role in providing related services has been narrowly defined as meaning: . . . services provided by a licensed physician to determine a child's medically related handicapping condition which results in the child's needs for special education and related services. This definition fails to recognize the physician's potential role in the supervision, program planning, medical management, and monitoring process. According to the definition, the physician's role in the delivery of related services has become limited to diagnosis. Little physician input is sought on treatment-related issues. As a result, the delivery and coordination of related services have posed a serious problem.1,2

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