Abstract
As noted in chapter 1, exceptional students are those whose educational needs are not being met by “regular” educational programs so that some type of “special” education program is necessary. There are several questions, however, that must be addressed regarding the process in which students are identified as being exceptional and how their special education program will be planned and implemented. In this section, these and other issues will be explored. For the sake of clarity, we will discuss three separate components of the special education process: referral, identification and eligibility, and determination of educational program.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Blankenship, C. (1985). Using curriculum-based assessment data to make instructional decisions. Exceptional Children, 52, 233–238.
Copeland, A., & Weissbrod, C. (1976). Differences in attitudes toward sex-typed behavior of nonretarded and retarded children. American Journal of Mental Deficiency, 81, 280–288.
Dunn, L., & Markwardt, F. (1988). Peabody Individual Achievement Test-Revised. Circle Pines, MN: American Guidance Serivce.
Gottlieb, J. (1975). Attitudes toward retarded children: Effects of labeling and behavioral aggressiveness. Journal of Educational Psychology, 67, 581–585.
Guilford, J. (1967). The nature of human intelligence. New York: McGraw-Hill.
Hobbs, N. (1974). The futures of children. San Francisco: Jossey-Bass.
Idol, L., Nevin, A., & Paolucci-Whitcomb, P. (1986). Models of curriculum-based assessment. Rockville, MD: Aspen.
Jastak, S., & Wilkenson, B. (1984). Wide Range Achievement Test-Revised. Wilmington, DE: Jastak.
Kaufman, A., & Kaufman, N. (1984a). Kaufman Assessment Battery for Children. Circle Pines, MN: American Guidance Service.
Kaufman, A., & Kaufman, N. (1984b). Kaufman Test of Educational Achievement. Circle Pines, MN: American Guidance Service.
MacMillan, D., Jones, R., & Aloia, G. (1974). The mentally retarded label: A theoretical analysis and review of the research. American Journal of Mental Deficiency, 79, 241–261.
McCarthy, J., Lund, K., & Bos, C. (1983). Assessment of young children with special needs. Focus on Exceptional Children, 15, 1–12.
Spearman, C. (1927). The abilities of man. New York: Macmillan.
Taylor, R. (1989). Assessment of exceptional students: Educational and psychological procedures ( 2nd ed. ). Englewood Cliffs, NJ: Prentice-Hall.
Taylor, R., Smiley, L., & Ziegler, E. (1983). The effects of labels and assigned attributes on teacher perceptions of academic and social behavior. Education and Training of the Mentally Retarded, 18, 45–51.
Taylor, R., Smiley, L., & Ziegler, E. (1983). The effects of labels and assigned attributes on teacher perceptions of academic and social behavior. Education and Training of the Mentally Retarded, 18, 45–51.
Thorndike, R., Hagen, E., & Sattler, J. (1985). Stanford-Binet Intelligence Scale (4th ed.). Chicago: Riverside Publishing.
Tucker, J. (1985). Curriculum-based assessment: An introduction. Exceptional Children, 52, 199–204.
Wechsler, D. (1974). Wechsler Intelligence Scale for Children-Revised. New York: Psychological Corporation.
Ysseldyke, J., Algozzine, B., & Epps, S. (1983). A logical and empirical analysis of current practice in classifying students as handicapped. Exceptional Children, 50, 160–166.
Ysseldyke, J., Algozzine, B., Regan, R., & McGue, M. (1981). The influence of test scores and naturally occurring pupil characteristics on psychoeducational decision making with children. Journal of School Psychology, 19, 167–177.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 1989 Springer-Verlag New York Inc.
About this chapter
Cite this chapter
Taylor, R.L., Sternberg, L. (1989). The Special Education Process: From Identification to the Delivery of Services. In: Exceptional Children. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3602-3_2
Download citation
DOI: https://doi.org/10.1007/978-1-4612-3602-3_2
Publisher Name: Springer, New York, NY
Print ISBN: 978-0-387-97446-0
Online ISBN: 978-1-4612-3602-3
eBook Packages: Springer Book Archive