Technical Assistance Papers. A Series on PL 94-142 and Related Oregon Laws. Specific Learning Disabilities, Technical Assistance Paper 4 [electronic resource] / Nancy Warnock.
The paper is intended to provide Oregon schools with guidance on interpretations regarding evaluation of children with specific learning disabilities (LD), as required by the regulations for the Education for All Handicapped Children Act, P.L. 94-142. A list of definitions is followed by guidelines...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1982.
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MARC
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| 100 | 1 | |a Warnock, Nancy. | |
| 245 | 1 | 0 | |a Technical Assistance Papers. A Series on PL 94-142 and Related Oregon Laws. Specific Learning Disabilities, Technical Assistance Paper 4 |h [electronic resource] / |c Nancy Warnock. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1982. | ||
| 300 | |a 22 p. | ||
| 500 | |a ERIC Document Number: ED236815. | ||
| 500 | |a Sponsoring Agency: Office of Special Education and Rehabilitative Services (ED), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: 300-80-0720. |5 ericd. | ||
| 500 | |a ERIC Note: The document contains some small print. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 500 | |a Also distributed on microfiche by U.S. GPO under ED 1.310/2:236815. | ||
| 520 | |a The paper is intended to provide Oregon schools with guidance on interpretations regarding evaluation of children with specific learning disabilities (LD), as required by the regulations for the Education for All Handicapped Children Act, P.L. 94-142. A list of definitions is followed by guidelines for protection in evaluation procedures with all handicapped children and for re-evaluation. Procedures for evaluating students with specific LD are then summarized, and components of the evaluation process (exclusion of other primary disabilities, criteria of academic achievement, discrepancy between the student's potential and actual levels of learning, psychological processes, and medical aspects) are discussed. Requirements regarding observations and written reports are specified. The final section consists of answers to 17 questions on such topics as student transfer, differences between slow learners and students with specific LD, re-evaluation frequency, timeliness on evaluation, multidisciplinary team processes, and determination of a discrepancy between expected and actual achievement level. Among four appendices are a suggested evaluation compliance checklist and an index of selected screening, intelligence, and diagnostic tests for use with the LD population. (CL) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 0 | 7 | |a Due Process. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Eligibility. |2 ericd. |
| 650 | 0 | 7 | |a Federal Legislation. |2 ericd. |
| 650 | 1 | 7 | |a Handicap Identification. |2 ericd. |
| 650 | 1 | 7 | |a Learning Disabilities. |2 ericd. |
| 650 | 1 | 7 | |a State Standards. |2 ericd. |
| 650 | 1 | 7 | |a Student Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Student Placement. |2 ericd. |
| 710 | 1 | |a Oregon. |b Department of Education. |b Special Education Section. | |
| 710 | 2 | |a Northwest Regional Resource Center (University of Oregon) | |
| 710 | 1 | |a Oregon. |b Department of Education. |b Student Services Section. | |
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