Abstract
The National Academy of Sciences (NAS) panel recommendations are examined critically in view of past and current classification and placement practices for exceptional students. The NAS panel emphasis on instructional validity is strongly endorsed. However, the NAS panel was perhaps naive in certain other recommendations, particularly those dealing with use of biomedical data and learning-process assessment. Special problems in mild mental retardation and inaccurate interpretation of overrepresentation phenomena are discussed, as well as the use of prereferral interventions, cross categorical programming, application of an outcomes criterion, and expansion of regular education options for mildly handicapped students, including prereferral services.
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 callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
