Abstract
With the rise of mandated services for young handicapped children, school psychologists, early educators, and parents need to combine their efforts to accurately assess and program for them. The diagnostic psychoeducational report is a vital step in the process of clearly communicating information regarding child capabilities so that individualized interventions can be designed. However, descriptive research, as well as the criticisms of parents and teachers, suggests that traditional diagnostic reports are ineffective as guides to curriculum planning. This study employed in-service workshops and simulated exercises with groups of early childhood teachers ( N = 48) to evaluate the effective features of diagnostic reports that make them useful to teachers for individualized curriculum planning. Results support the advantages of using developmentally based reports to facilitate program planning. Suggestions for enhancing diagnostic reports are discussed.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call