Ethical and Legal Landmines: Causal Inference in Special Education Decisions

Autor/inn/en	Sadeh, Shanna; Sullivan, Amanda L.
Titel	Ethical and Legal Landmines: Causal Inference in Special Education Decisions
Quelle	In: Psychology in the Schools, 54 (2017) 9, S.1134-1147 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sullivan, Amanda L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22046
Schlagwörter	Ethics; Legal Problems; Guidelines; Educational Policy; Educational Practices; Special Education; Educational Legislation; School Psychologists; Inferences; Attribution Theory; Conflict; Evidence Based Practice; Judges; Court Litigation; Interdisciplinary Approach; Identification; Eligibility; Counselor Role; Student Evaluation; Evaluation Criteria; Scientific Research; Special Needs Students; Decision Making; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Ethik; Richtlinien; Politics of education; Bildungspolitik; Bildungspraxis; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Inference; Inferenz; Konflikt; Judge; Richter; Rechtsstreit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Identifikation; Identifizierung; Eignung; Schulnote; Studentische Bewertung; Sonderpädagogischer Förderbedarf; Decision-making; Entscheidungsfindung
Abstract	In this article, we discuss conflict between law and science relative to the presumption in special education law that multidisciplinary teams and others identify the causes of problems giving rise to special education needs. First, we explain eligibility criteria, highlighting ambiguities therein and why criteria constitute a mandate for causal inference, and present illustrative examples of how judges have interpreted this mandate. Second, we discuss as a counterpoint school psychologists' ethical duties to conduct evaluations based on the best available science, and highlight the clear conflicts between the law, ethics, and research. We present the biopsychosocial model of development as a potential framework for reconciling one's legal duty to infer causation with the current evidence base. We conclude with implications for policy and practice and suggestions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01