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Special education placement decisions as a function of professional role and handicapping condition
Author(s) -
Pfeiffer Steven I.,
Naglieri Jack A.
Publication year - 1984
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198401)21:1<61::aid-pits2310210111>3.0.co;2-p
Subject(s) - restrictiveness , psychology , special education , multidisciplinary approach , gable , scale (ratio) , medical education , clinical psychology , developmental psychology , pedagogy , medicine , philosophy , linguistics , social science , structural engineering , roof , sociology , engineering , physics , quantum mechanics
The restrictiveness of special education placements was examined by profession (administrators, school psychologists, and special education teacters) and by type of handicapping condition (mental retardation [MR], emotional disturbance [ED], and learning disability [LD]). A total of 66 professionals (22 in each profession) assigned placement scores, using the Rucker‐Gable Educational Placement Scale, on the basis of three psychological reports (one MR, ED, and LD case per professional). Results indicated that the average placement scores for the three cases combined did not differ significantly by profession. However, a significant interaction occurred, with administrators assigning the MR and ED cases to more restrictive placements than both the school psychologists and special educators, only to shift to a relatively less restrictive approach with the LD case. Implications of these findings are discussed, including a discussion of the multidisciplinary approach to clinical decision making.