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Assessment and Eligibility in Special Education [microform] : An Examination of Policy and Practice with Proposals for Change
Bib ID 5573398
Format BookBook, MicroformMicroform, OnlineOnline
Author
National Association of School Psychologists, Washington, DC
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1994 
40 p. 
Summary

This report examines current assessment and eligibility practices relating to special education programs, and proposes changes to current policy and practice that will encourage and support a process that emphasizes determining student need, designing effective interventions, and evaluating outcomes. The paper views the emphasis in federal and state regulation on a categorical model of special education as a significant impediment to service delivery. The proposed approach eliminates the need to determine eligibility by category, and reflects a problem-solving process designed to address student needs within the instructional environment. The report identifies existing regulations which promote positive, comprehensive service delivery, and advocates creating an assessment and service delivery system that is driven by student needs, not categorical labels; linking both federal and state funding to supports and services rather than to categorical reporting; and supporting systematic experimentation to promote the design of comprehensive, needs-based models of service delivery. (Contains approximately 100 references.) (JDD)

Notes

Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.

Contract Number: HS92015001.

ERIC Note: Prepared by Project FORUM.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Change Strategies.  |  Delivery Systems.  |  Disabilities.  |  Educational Change.  |  Educational Policy.  |  Educational Practices.  |  Elementary Secondary Education.  |  Eligibility.  |  Federal Regulation.  |  Labeling (of Persons)  |  Special Education.  |  State Regulation.  |  Student Evaluation.  |  Student Needs.
Form/genre Opinion Papers.
Other authors/contributors National Association of School Psychologists, Washington, DC  |  National Association of State Directors of Special Education, Alexandria, VA
Available From ERIC 
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037 |aED373466|bERIC
040 |aericd|beng|cericd|dMvI
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110 2 |aNational Association of School Psychologists, Washington, DC.
245 1 0 |aAssessment and Eligibility in Special Education|h[microform] :|bAn Examination of Policy and Practice with Proposals for Change.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1994.
300 |a40 p.
500 |aSponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.|5ericd
500 |aContract Number: HS92015001.|5ericd
500 |aERIC Note: Prepared by Project FORUM.|5ericd
520 |aThis report examines current assessment and eligibility practices relating to special education programs, and proposes changes to current policy and practice that will encourage and support a process that emphasizes determining student need, designing effective interventions, and evaluating outcomes. The paper views the emphasis in federal and state regulation on a categorical model of special education as a significant impediment to service delivery. The proposed approach eliminates the need to determine eligibility by category, and reflects a problem-solving process designed to address student needs within the instructional environment. The report identifies existing regulations which promote positive, comprehensive service delivery, and advocates creating an assessment and service delivery system that is driven by student needs, not categorical labels; linking both federal and state funding to supports and services rather than to categorical reporting; and supporting systematic experimentation to promote the design of comprehensive, needs-based models of service delivery. (Contains approximately 100 references.) (JDD)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aChange Strategies.|2ericd
650 0 7 |aDelivery Systems.|2ericd
650 1 7 |aDisabilities.|2ericd
650 0 7 |aEducational Change.|2ericd
650 1 7 |aEducational Policy.|2ericd
650 1 7 |aEducational Practices.|2ericd
650 0 7 |aElementary Secondary Education.|2ericd
650 1 7 |aEligibility.|2ericd
650 0 7 |aFederal Regulation.|2ericd
650 1 7 |aLabeling (of Persons)|2ericd
650 0 7 |aSpecial Education.|2ericd
650 0 7 |aState Regulation.|2ericd
650 0 7 |aStudent Evaluation.|2ericd
650 0 7 |aStudent Needs.|2ericd
655 7 |aOpinion Papers.|2ericd
710 2 |aNational Association of School Psychologists, Washington, DC.
710 2 |aNational Association of State Directors of Special Education, Alexandria, VA.
856 4 1 |uhttps://eric.ed.gov/?id=ED373466
984 |aANL|cmc 2253 ED373466|d77000000379799
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