Differentiating Mildly Handicapped, Low-Achieving, and Regular Education Students

Mark R. Shinn · Douglas Marston

73 citations0/0 files storedRemedial and Special Education

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Behavioral and Psychological Studies Collaborative Teaching and Inclusion Developmental and Educational Neuropsychology

Abstract

Issues of accuracy of classification practices for mildly handicapped students remain paramount in the public schools. This study investigates academic performance differences between students receiving special education services for the mildly handicapped, low-achieving students receiving Chapter 1 services, and regular education students. All students were in grades 4, 5, and 6. These groups are compared on curriculum-based measures of reading, spelling, written expression, and math. Consistent differences are obtained with the results discussed in terms of alternative identification practices for mildly handicapped students.

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References

2003Statistical Principles in Experimental Design 1986Advances in school psychology 1982Identifying Valid Measures of Reading 1981Advances in school psychology 1982Similarities and Differences Between Low Achievers and Students Classified Learning Disabled 1982Valid Measurement Procedures for Continuous Evaluation of Written Expression 1982Declaring Students Eligible for Learning Disability Services: Why Bother with the Data?1976Introduction to Learning Disabilities

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1990Rethinking the Regular Education Initiative 1988Development of Curriculum-Based Local Norms for Use in Special Education Decision-Making 1989Curriculum-Based Assessment: A Comparison of Models 1994Investigations Into the Relationship Between Science and Language Abilities of Students with Mild Disabilities 1988Curriculum Bias in Published, Norm-Referenced Reading Tests: Demonstrable Effects 1988Curriculum-based measurement and the identification of mildly handicapped students: A research review.

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