Policy Analysis of Diagnostic Assessment in Early Childhood Special Education Programs. Research Report #12. Early Childhood Assessment Project.

Autor/inn/en	Thurlow, Martha L.; und weitere
Institution	Minnesota Univ., Minneapolis.
Titel	Policy Analysis of Diagnostic Assessment in Early Childhood Special Education Programs. Research Report #12. Early Childhood Assessment Project.
Quelle	(1986), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Comparative Analysis; Decision Making; Disabilities; Early Childhood Education; Educational Diagnosis; Evaluation Criteria; Evaluation Methods; Handicap Identification; Regional Characteristics; School Policy; Screening Tests; Special Education; Student Evaluation + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pedagogical diagnostics; Pädagogische Diagnostik; Regionaler Faktor; Schulpolitik; Screening-Verfahren; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulnote; Studentische Bewertung
Abstract	Detailed qualitative case studies of four early childhood special education programs, representing a variety of approaches to decision making as well as different community settings (urban, suburban, and rural), present information regarding their diagnostic assessment procedures. In general, programs reported that the main objective of diagnostic assessment is to ascertain the child's eligibility for special education services. Programs tended to focus on identifying children who were mildly handicapped, as more severely handicapped children had already been identified and were being served by other programs. Referrals for diagnostic assessment came from a variety of sources, including the Preschool Screening program, physicians, parents, and community agencies. All programs had structured screening programs that refer children to the diagnostic assessment process. A state-mandated formation of interagency collaboration committees was being implemented in all programs to promote interagency collaboration, exchange of information and service delivery, and to reduce duplication of services. All programs also included some sort of parent involvement. Assessments varied among the programs, ranging from a minimum of one hour to a more extensive 6-week diagnostic placement. The number of personnel involved in the diagnostic assessment process ranged from 3 to 8 among programs. Variation in the use of diagnostic assessment techniques was evident. (CB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01