Unpackaging special education categorical variables in the study and teaching of children with conduct problems
By: MacMillan, Donald L.
Series: Education and Treatment of Children 21 No 3 August 1998 pp 234-245.Publisher: 1998Content type: text Media type: unmediated Carrier type: volume Subject(s): DISABILITY
| EDUCATION | EDUCATIONAL SERVICES | LABELS | SPECIAL EDUCATION | UNITED STATES OF AMERICASummary: In the U.S. the practice of categorising students into one and only one sanctioned disability category coupled with the practice of labelling most children with high incidence disabilities as learning disabilities in the early school years is reason for concern. Evidence is presented to show variability across the states in the use of the "seriously emotionally disturbed" designation and the frequency of comorbid cases being classified as "learning disaiblities".
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 13652 |
Total holds: 0
In the U.S. the practice of categorising students into one and only one sanctioned disability category coupled with the practice of labelling most children with high incidence disabilities as learning disabilities in the early school years is reason for concern. Evidence is presented to show variability across the states in the use of the "seriously emotionally disturbed" designation and the frequency of comorbid cases being classified as "learning disaiblities".
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