Panel on Selection and Placement of Students in Programs for the Mentally Retarded's Books

Placing Children in Special Education

A Strategy for Equity

By: National Research Council,Division of Behavioral and Social Sciences and Education,Commission on Behavioral and Social Sciences and Education,Committee on Child Development Research and Public Policy,Panel on Selection and Placement of Students in Programs for the Mentally Retarded

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Placing Children in Special Education

A Strategy for Equity

The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately. Chapter 1 looks at six potential causes of disproportionate placement of minorities in educable mentally retarded (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, and broader historical and cultural contexts. Chapter 2 describes characteristics of EMR students, then reviews the historical origins of special education in America with attention to the role of the standardized intelligence test for identification and placement of mentally retarded students. A third chapter is split into two sections--one on the issues surrounding the instruments that comprise a comprehensive battery for assessing a child who is unable to learn normally in the classroom, and the other on an ideal assessment process in which the comprehensive assessment would be embedded. Chapter 4 considers the components of effective education programs for EMR students and reviews three approaches to instruction (the separate class structure, the resource room, and the teacher consultant model). A final chapter lists recommendations for improvements in special education referral, assessment, and placement procedures and instructional practices. More than half the document is comprised of six background papers with the following titles and authors: "Biological and Social Factors Contributing to Mild Mental Retardation" (J. Shonkoff); "Classifying Mentally Retarded Students--A Review of Placement Practices in Special Education" (W. Bickel); "Testing in Educational Placement--Issues and Evidence" (J. Travers); "Effects of Special Education Placement on Educable Mentally Retarded Children" (K. Heller); "Some Potential Incentives of Special Education Funding Practices" (S. Magnetti); and "Patterns in Special Education Placement as Revealed by the OCR Survey" (J. Finn). (SB)

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395

Publisher

National Academies Press

Published Date

ISBN 10

0309032474

ISBN 13

9780309032476

Development During Middle Childhood

The Years From Six to Twelve

By: Division of Behavioral and Social Sciences and Education,Commission on Behavioral and Social Sciences and Education,Committee on Child Development Research and Public Policy,Panel to Review the Status of Basic Research on School-Age Children

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Development During Middle Childhood

The Years From Six to Twelve

For the first time, a report focuses specifically on middle childhoodâ€"a discrete, pivotal period of development. In this review of research, experts examine the physical health and cognitive development of 6- to 12-year-old children as well as their surroundings: school and home environment, ecocultural setting, and family and peer relationships.

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Page Count

448

Publisher

National Academies Press

Published Date

ISBN 10

0309034787

ISBN 13

9780309034784

Making Policies for Children

A Study of the Federal Process

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Making Policies for Children

A Study of the Federal Process

To inform researchers and provide guidance to policy-makers inside and outside government who participate in federal decision-making affecting children, a study was conducted under the auspices of the Administration for Children, Youth and Families. Specific objectives of the study were (1) to develop a better understanding of how federal policies affecting children and their families are formulated, (2) to identify factors likely to influence the content of such policies in the near future, and (3) to offer observations concerning how participants in policy debates concerning children and their families can most effectively pursue their interests. In the first phase of the project the literature on policy determination was reviewed in order to examine existing theories of policy formation and to assess their potential as analytic frameworks. Then, three case studies of federal policy developments were made. Each of the case studies focused on one of the following areas: the special supplemental food program for women, infants, and children; the federal interagency day care requirements; and the child care tax deduction/credit. The case studies were analyzed and a new framework was devised for understanding and participating in the policy-making process. Conclusions concerning the nature of federal policy-making affecting children and effective participation in the policy-making process are drawn. Related materials are appended at the conclusion of each case study. (RH)

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282

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National Academies Press

Published Date

ISBN 10

0309032415

ISBN 13

9780309032414

Learning from Experience

Evaluating Early Childhood Demonstration Programs

By: Division of Behavioral and Social Sciences and Education,Commission on Behavioral and Social Sciences and Education,Panel on Outcome Measurement in Early Childhood Demonstration Programs

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Learning from Experience

Evaluating Early Childhood Demonstration Programs

By: Division of Behavioral and Social Sciences and Education,Commission on Behavioral and Social Sciences and Education,Panel on Outcome Measurement in Early Childhood Demonstration Programs

Prepared by the Panel on Outcome Measurement in Early Childhood Demonstration Programs, this report attempts (1) to characterize recent developments in programs and policies for children and families that challenge traditional approaches to evaluation, and (2) to trace the implications of these developments for outcome measurement and for the broader conduct of evaluation studies. The report is divided into two parts. Part I begins by tracing the historical evolution of demonstration programs and their evaluations from 1960 to the mid-1970s. Next, the policy issues and programs that have evolved in recent years and that appear to be salient for the 1980s are examined in detail. Some important implications of these programs and policy developments for outcome measurement and evaluation design are then identified. Finally, implications of the evaluation process for the dissemination and utilization of results, for the organization and conduct of applied research, and for the articulation between applied research and basic social science are pointed out. Part II includes six background papers which were prepared by the panel members together with outside consultants to facilitate the panel's discussion of the evaluation of children's programs. Each paper covers a specific type of program: health, day care, family service, preschool compensatory education programs, and programs for the handicapped. In addition, a paper on the communication and dissemination of the results of evaluations is included. (MP)

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Page Count

285

Publisher

National Academies Press

Published Date

ISBN 10

0309032326

ISBN 13

9780309032322

Placing Children in Special Education

A Strategy for Equity

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Placing Children in Special Education

A Strategy for Equity

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Solve jigsaw puzzle

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Page Count

395

Publisher

National Academies Press

Published Date

ISBN 10

0309032474

ISBN 13

9780309032476

Book's by Panel on Selection and Placement of Students in Programs for the Mentally Retarded

Placing Children in Special Education

Placing Children in Special Education

Development During Middle Childhood

Development During Middle Childhood

Making Policies for Children

Making Policies for Children

Learning from Experience

Learning from Experience

Placing Children in Special Education

Placing Children in Special Education

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