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[null,"1.","Record Nr.",null,"UNINA9910970546303321"]
[null,null,"Titolo",null,"Placing children in special education : a strategy for equity / / Panel on Selection and Placement of Students in Programs for the Mentally Retarded, Committee on Child Development Research and Public Policy, Commission on Behavioral and Social Sciences and Education, National Research Council ; Kirby A. Heller, Wayne H. Holtzman, and Samuel Messick, editors"]
[null,null,"Pubbl/distr/stampa",null,"Washington, D.C., : National Academy Press, 1982"]
[null,null,"ISBN",null,"9786610246151"]
[{"$nulls":4},"9781280246159"]
[{"$nulls":4},"1280246154"]
[{"$nulls":4},"9780309554275"]
[{"$nulls":4},"0309554276"]
[{"$nulls":4},"9780585144627"]
[{"$nulls":4},"0585144621"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (xiii, 381 pages) : illustrations, charts"]
[null,null,"Disciplina",null,"371.92/8"]
[null,null,"Soggetti",null,"Children with mental disabilities - Education"]
[{"$nulls":4},"Students - Rating of"]
[{"$nulls":4},"Educational tests and measurements"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Placing Children in Special Education: A Strategy for Equity -- Copyright -- Contents -- PREFACE -- REPORT OF THE PANEL -- 1 Introduction: Disproportion in Special Education -- THE EXTENT OF EMR DISPROPORTION IN AMERICAN PUBLIC SCHOOLS -- POTENTIAL CAUSES OF DISPROPORTION IN EMR PROGRAMS -- Legal and Administrative Requirements -- Characteristics of Students -- Quality of the Instruction Received -- Possible Biases in the Assessment Process -- Characteristics of the Home and Family Environment -- Broader Historical and Cultural Contexts -- DISPROPORTION: PROBLEMATIC OR SYMPTOMATIC? -- A LOOK AHEAD -- 2 Placement in Special Education: Historical Developments and Current Procedures -- WHO ARE THE CHILDREN CLASSIFIED AS EMR? -- Some Descriptive Information About the EMR Population -- Age -- Sex -- Socioeconomic Status, Ethnicity, "]
[{"$nulls":4},"and Sociocultural Factors -- Biosocial Characteristics -- HISTORICAL DEVELOPMENTS IN SPECIAL EDUCATION -- Origins of Special Education -- Intelligence Testing for Placement of Mentally Retarded Students -- Developments in the Special Education System -- Disproportionate Placement of Minorities and Court Decisions -- Mainstreaming in Regular Classes -- Federal Legislation and the Rights of the Handicapped -- CURRENT PROCEDURES IN EDUCATIONAL PLACEMENT -- A Description of the Placement Process -- Factors Influencing the Placement Process -- The Effects of the Placement Process on Minority Students -- 3 Assessment: Issues and Methods -- COMPREHENSIVE INDIVIDUAL ASSESSMENT -- IQ Testing: Controversies, Implications, and Alternatives -- The Nature-Nurture Issue -- The Issue of Test Validity -- The Issue of Racial and Cultural Bias -- Bias in the Test Situation -- Item Bias -- Differential Prediction -- Conclusion -- Alternative Measures of Intellectual Functioning -- Conclusions."]
[{"$nulls":4},"Individual Measures Outside the Intellectual Domain -- Biomedical Measures -- Adaptive Behavior Scales -- COMPREHENSIVE ASSESSMENT IN CONTEXT: A TWO-PHASE PROCESS -- SUMMARY AND CONCLUSIONS -- 4 Effective Instruction for Mildly Mentally Retarded Children -- EVIDENCE ON EFFECTIVE INSTRUCTION FOR MILDLY MENTALLY RETARDED CHILDREN -- The Question of Setting -- Features of Effective Instruction -- Academic Outcomes -- Social Outcomes -- Cognitive Process Skills -- CONCLUSIONS -- Instructional Setting -- Categorical Labeling -- SUMMARY AND SOME CAUTIONS -- Masking Individual Differences -- Unknown Effects on Other Children -- Behavioral Bias in Research -- Evaluation Criteria -- Conclusion -- 5 New Approaches to Assessment and Instruction -- MAJOR RECOMMENDATIONS: PRINCIPLES OF RESPONSIBILITY -- Alternative Strategies Within the Regular Classroom -- Implications for Implementation -- Suggested Research -- On Alternative Strategies Within the Regular Classroom -- On the Evaluation of Natural Experiments -- On the Assessment of Learning Environments -- Valid Assessment -- Implications for Implementation -- Suggested Research -- On the Identification and Development of Measurement Instruments That Validly Assess Functional Needs -- On Current Practices Providing an Alternative to IQ Tests -- On Current Practices That Incorporate Broader Measures of Individual Functioning -- Classification and the Provision of Needed Services -- Implications for Implementation -- Suggested Research -- On Implications of Labeling Children on the Basis of Patterns of Functional Needs -- On the Impact of Revised Classification Systems -- On the Effectiveness of Alternative Instructional Approaches -- Evaluation of the Quality and Effectiveness of Special Education -- Implications for Implementation -- Suggested Research -- On Measurement Technologies."]
[{"$nulls":4},"On Administrative Practices -- Retention in the Special Education Classroom -- Implications for Implementation -- Suggested Research -- On Retention Guidelines -- On Children Who Require Ongoing Services -- Examination of the Patterns of Special Education Placement -- Implications for Implementation -- Discussion -- RECOMMENDATIONS FOR OCR'S DATA COLLECTION AND MONITORING -- The OCR Surveys -- The Questionnaires -- Level of Aggregation -- Checks on the Data -- Research on Hispanic and Other Minority Groups -- Research on Small School Districts -- Research on Southern School Districts -- References -- BACKGROUND PAPERS -- Biological and Social Factors Contributing to Mild Mental Retardation -- HISTORICAL OVERVIEW -- EPIDEMIOLOGY OF MILD MENTAL RETARDATION -- Types of Data -- Limitations of the Data -- Prevalence of Mild Mental Retardation -- VARIATIONS RELATED TO POPULATION SUBGROUPS -- "]
[{"$nulls":4},"Socioeconomic Differences -- Racial and Ethnic Differences -- Sex Differences -- Geographic Differences -- Age Differences -- Summary -- THE BIOSOCIAL ROOTS OF MILD RETARDATION -- Preconception Influences -- Genetic Factors -- Demographic Risk Factors -- Early Prenatal Influences -- Intrauterine Infections -- Maternal Alcoholism -- Perinatal Influences -- Postnatal Biosocial Influences -- Malnutrition -- Lead Intoxication -- Family Resources, Child-Rearing Practices, and Individual Learning Styles -- SUMMARY AND CONCLUSIONS -- References -- Classifying Mentally Retarded Students: A Review of Placement Practices in Special Education -- INTRODUCTION -- PLACEMENT MODELS -- EMPIRICAL RESEARCH ON PLACEMENT -- Screening And Referral -- Federal Mandate -- Increases in Enrollment -- Who Does the Referring? -- What Influences Screening and Referral Rates and Content? -- Outcomes of Identification -- Minority Representation and Screening and Referral -- Conclusion -- Evaluation."]
[{"$nulls":4},"Federal Mandate -- How Are Evaluations Conducted? -- What Influences Assessment Decisions? -- What Is the Quality of the Decision? -- Minority Representation and Evaluation -- IEPs and Least Restrictive Environments -- Federal Mandate -- Status of Implementation -- Problems in Implementation -- Content of IEPs -- Requirements for Least Restrictive Environments -- Minority Representation and IEPs -- Parental Involvement and Due Process -- Federal Mandate -- Status of Implementation -- Problems in Implementation -- Minority Representation, Parental Involvement, and Due Process -- SUMMARY -- Screening And Referral -- Evaluation -- IEPs and Least Restrictive Environments -- Parental Involvement And Due Process -- Conclusion -- References -- Testing in Educational Placement: Issues and Evidence -- TESTING ON TRIAL: BRIEFS FOR THE DEFENSE AND FOR THE PROSECUTION -- WHAT DO \"INTELLIGENCE\" TESTS MEASURE? -- ARE TESTS BIASED? -- Bias In The Test Situation -- Item Analysis: Ruby Is A Red Herring -- Differential Predictive Validity -- WHAT CAUSES INDIVIDUAL AND GROUP VARIATIONS IN IQ? -- CONCLUSIONS -- References -- Effects of Special Education Placement on Educable Mentally Retarded Children -- EFFICACY STUDIES -- Sampling -- Instrumentation -- Identification Of Treatments And Populations -- RESEARCH IN THE POST-EFFICACY STUDY ERA: THE EFFECTS OF MAINSTREAMING -- Definitions of Mainstreaming -- Academic Achievement of EMR Children -- Social Adjustment -- Special Education Placement and the Minority Child -- Effects of Mainstreaming on Non-EMR Children -- Effects on Academic Achievement -- Effects of Labels -- Social Acceptance of EMR Children by Their Non-EMR Peers -- Effects of Mainstreaming on Teachers -- Effects of Teachers Expectations -- Teachers Attitudes Toward Mainstreaming -- Factors Affecting the Implementation of Mainstreaming -- CONCLUSION."]
[{"$nulls":4},"References -- Some Potential Incentives of Special Education Funding Practices -- THE FEDERAL SPECIAL-NEEDS PROGRAMS -- The Education for All Handicapped Children Act -- Title I of the Elementary and Secondary Education Act of 1965 -- The Bilingual Education Act -- Other Programs -- THE STATE ROLE IN FINANCING SPECIAL EDUCATION -- Types of Funding Formulas -- Implications of Funding Arrangements -- Resource-Based Formulas -- Child-Based Formulas -- Cost-Based Formulas -- A Comparison of Formulas -- INCENTIVES IN THE FEDERAL APPROACH TO FUNDING SPECIAL SERVICES -- NEW DEVELOPMENTS AND CONSIDERATIONS FOR THE FUTURE -- CONCLUSION -- References -- Patterns in Special Education Placement As Revealed By the OCR Surveys -- THE 1978 OCR SURVEY -- TECHNICAL ISSUES -- Measuring Group Differences in Placements -- Disaggregation of Data -- Scoring Disproportion for Districts and "]
[{"$nulls":4},"States -- GEOGRAPHIC VARIATION IN DISPROPORTION -- THE AVAILABILITY PHENOMENON -- DEMOGRAPHIC CHARACTERISTICS AND DISPROPORTION -- Enrollment -- Percentage of Minority Enrollment -- Socioeconomic Standing -- Desegregation and Racial Balance -- STUDENT SUSPENSIONS AND EMR DISPROPORTION -- TIME SPENT IN EMR CLASSES -- DISPROPORTION IN OTHER SPECIAL EDUCATION PROGRAMS -- Trainable Mentally Retarded -- Seriously Emotionally Disturbed -- Specific Learning Disabilities -- Speech-Impaired -- Summary -- EMR DISPROPORTION IN SEPARATE RACIAL OR ETHNIC GROUPS -- Blacks -- Hispanics -- American Indians or Alaskan Natives -- Asian or Pacific Islanders -- Socioeconomic Standing and Suspensions for Specific Minority Groups -- DISPROPORTION AND STATE EMR CRITERIA -- References -- APPENDIX -- Examples of Smoothing Data for Small Districts."]