Categorical and programming changes in special education services.

IF 2.2 3区教育学 Q1 EDUCATION, SPECIAL

Exceptional Children Pub Date : 1993-05-01 DOI:10.1177/001440299305900607

D W Halgren, H F Clarizio

引用次数: 12

Abstract

Special education students (N = 654) were studied to determine what proportion had a categorical or programming change and what factors (child, school, and home) were associated with change. The study included all students with disabilities from preschool through secondary school in a tricounty rural district. Data were gathered through a record review and parent survey. Change was found to be more common than is generally perceived: 38.2% of the students had a classification change (21.9% by termination and 16.3% by reclassification). Rates of change varied significantly among classifications and the student's initial classification, grade level, and comorbidity were significantly predictive of change in classification.

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特殊教育服务的分类和规划变化。

对特殊教育学生(N = 654)进行了研究，以确定类别或程序改变的比例，以及哪些因素(儿童、学校和家庭)与改变有关。这项研究包括了一个三县农村地区从幼儿园到中学的所有残疾学生。数据是通过记录审查和家长调查收集的。改变的情况比通常认为的更为普遍:38.2%的学生发生了分类改变(21.9%的学生被终止，16.3%的学生被重新分类)。不同分类的变化率差异显著，学生的初始分类、年级水平和合并症可显著预测分类的变化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Exceptional Children Multiple-

CiteScore

5.90

自引率

14.30%

发文量

期刊介绍： Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, policy analyses, and registered reports. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.