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PRACTICES IN THE IDENTIFICATION AND PLACEMENT OF LEARNING DISABLED STUDENTS IN K-12 NEBRASKA SCHOOL DISTRICTS (K-TWELVE)
Abstract
Purpose. The purpose of this study was to identify current practices in the verification and placement of learning disabled students. Methods and Procedures. School administrators were surveyed concerning the practices utilized in the identification and placement of learning disabled students. Administrators responded to questions concerning membership of evaluation and placement teams, IQ levels within the definition of learning disabilities, methods used to determine severe discrepancy and rule out contributing conditions, and the desirability of specified roles on evaluation and placement teams. Data Analysis. Data were analyzed by school enrollment, learning disabled incidence rate, and endorsements of the district's supervisor for special education services. A series of chi-square and analysis of variance tests were used to analyze the data. Findings. Smaller school districts used grade level deviation more frequently than larger districts. Endorsed special education administrators used expectancy formulas and standard scores to determine severe discrepancy more frequently than nonendorsed special education administrators. Districts with a learning disabled incidence rate below the median used standard scores or expectancy formulas more frequently. Individuals frequently on evaluation and placement teams were: school psychologist, regular education teacher, special education resource teacher, teacher of the learning disabled, speech therapist, parent and regular education administrator. Highest roles by degree of desirability for evaluation and placement teams were: school psychologist, special education resource teacher, regular education teacher, teacher of the learning disabled, and parent. Endorsed special education administrators used student files more than nonendorsed special education supervisors for contributing conditions. I.Q. range between 81 and 140 was considered within the learning disabled definition by school administrators. Conclusions. Evaluation and placement team membership match those roles identified by desirability. Endorsed special education administrators used methods identified by the review of literature. Recommendations. Repeat the study in three years to measure changes in practices. Identify competencies of endorsed special education administrators and function of team members for use as inservice topics.
Subject Area
School administration
Recommended Citation
SCHOONOVER, RICHARD LEE, "PRACTICES IN THE IDENTIFICATION AND PLACEMENT OF LEARNING DISABLED STUDENTS IN K-12 NEBRASKA SCHOOL DISTRICTS (K-TWELVE)" (1983). ETD collection for University of Nebraska-Lincoln. AAI8328193.
https://digitalcommons.unl.edu/dissertations/AAI8328193