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Special education classification and program success: Is there a relationship?
Author(s) -
Safran Stephen P.,
Safran Joan S.,
Rich Charles E.
Publication year - 1991
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(199110)28:4<340::aid-pits2310280409>3.0.co;2-4
Subject(s) - psychology , special education , function (biology) , developmental psychology , clinical psychology , mathematics education , biology , evolutionary biology
Abstract This study analyzed the relationship between students' pre‐ and postprogram special education classification status and success in a level‐system program. Records of students identified as Severe Behavior Handicapped (the Ohio equivalent of Seriously Emotionally Disturbed) enrolled in a special school over an 11‐year entrance period were reviewed. Findings indicate no significant relationship between student outcomes and pre‐ or postclassification status. However, a relationship approaching significance was found between pre‐ and postprogram labeling. These results suggest that, at most, program outcomes had minimal influence on postprogram special education classification decisions. In addition, the seemingly unsystematic distribution of postprogram classification labels suggests that exit placements were largely a function of availability. Implications of these findings are discussed.