NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Unpackaging Special Education Categorical Variables in the Study and Teaching of Children with Conduct Problems.
Peer reviewed Peer reviewed
MacMillan, Donald L. – Education and Treatment of Children, 1998
Presents evidence to show variability across states in the use of the severe-emotional-disturbance designation for students and the frequency of comorbid and trimorbid cases being classified as learning disabled. Findings are presented from ongoing projects to illustrate differential profiles for comorbid children. (Author/CR)
Descriptors: Classification, Clinical Diagnosis, Disability Identification, Elementary Secondary Education
Learning Disabilities as Operationally Defined by Schools. Executive Summary.
PDF on ERIC Download full text
MacMillan, Donald L.; Siperstein, Gary N. – 2001
This paper identifies trends in the population of students with learning disabilities (LD) in the public schools and explores reasons for these trends. It notes that there has been a 198 percent increase in the number of children served as LD between 1976-77 and 1992-93 due to a lack of consensus on the definition of LD and school-level processes…
Descriptors: Decision Making, Definitions, Disability Identification, Educational Policy
Discrepancy between Definitions of Learning Disabilities and School Practices: An Empirical Investigation.
Peer reviewed Peer reviewed
MacMillan, Donald L.; Gresham, Frank M.; Bocian, Kathleen M. – Journal of Learning Disabilities, 1998
This study evaluated 150 elementary students previously referred to school study teams for possible learning disability (LD) as defined by a discrepancy between IQ and performance on a standardized achievement test. Comparison with actual school-based decisions found fewer than half of students certified as LD by local schools evidenced the…
Descriptors: Achievement Tests, Compliance (Legal), Definitions, Disability Identification
Competing Paradigms in Learning Disabilities Classification by Schools and the Variations in the Meaning of Discrepant Achievement.
Peer reviewed Peer reviewed
Bocian, Kathleen M.; Beebe, Margaret E.; MacMillan, Donald L.; Gresham, Frank M. – Learning Disabilities Research and Practice, 1999
A study explored classroom reading assessments, IQ and achievement scores, and placement decision of 26 students referred to Student Study Teams for intervention and determination of special-education eligibility. Congruence was moderate between placement decisions and discrepancy-based determination of learning disabilities and between placement…
Descriptors: Clinical Diagnosis, Disability Identification, Elementary Education, Eligibility
Current Plight of Borderline Students: Where Do They Belong?
Peer reviewed Peer reviewed
MacMillan, Donald L.; Gresham, Frank M.; Bocian, Kathleen M.; Lambros, Kathleen M. – Education and Training in Mental Retardation and Developmental Disabilities, 1998
A sample of 150 children referred to child-study teams were administered intelligence tests. One-third of White students and slightly over half of Black and Hispanic students scored in the borderline IQ range (71-85). Of those borderline students who subsequently received special education, the majority were served as learning disabled. (Author/CR)
Descriptors: Black Students, Disability Identification, Elementary Education, Hispanic Americans
Agreement between School Study Team Decisions and Authoritative Definitions in Classification of Students At-Risk for Mild Disabilities.
Peer reviewed Peer reviewed
Gresham, Frank M.; MacMillan, Donald L.; Bocian, Kathleen M. – School Psychology Quarterly, 1998
School study teams' use of results from traditional psychoeducational measures in determining eligibility for special education is examined. Three groups of students were studied: (1) learning disabled (N=47); (2) mildly mentally retarded (N=43); (3) low achievers (N=60). Relatively low agreement was found between eligibility and research…
Descriptors: Access to Education, At Risk Persons, Children, Disability Identification
Head Start Children Finishing First Grade: Preliminary Data on School Identification of Children at Risk for Special Education.
Peer reviewed Peer reviewed
Forness, Steven R.; Ramey, Sharon L.; Ramey, Craig T.; Hsu, Chuanchieh; Brezausek, Carl M.; MacMillan, Donald L.; And Others – Behavioral Disorders, 1998
A study examined the identification rate of mental retardation, learning disabilities, speech or language impairments, and emotional disturbance of 4,161 Head Start children as they completed first grade. Only 26% of the children meeting research diagnostic criteria in these four major categories were identified by the schools. (Author/CR)
Descriptors: Behavior Disorders, Clinical Diagnosis, Disabilities, Disability Identification
The Labyrinth of IDEA: School Decisions on Referred Students with Subaverage General Intelligence.
MacMillan, Donald L.; And Others – American Journal on Mental Retardation, 1996
A study of 150 students, who were referred to school study teams, investigated schools' classification decisions on low IQ students with academic and behavioral problems and found a decline in the identification rates of mild mental retardation. Compliance with the Individuals with Disabilities Education Act (IDEA) is discussed. (CR)
Descriptors: Behavior Problems, Classification, Disability Identification, Educational Diagnosis