Abstract
Abstract This study investigated the relative importance of assessment-based factors (attainment, IQ), and non-assessment-based factors (sex, age, reason for referral) on the placement recommendations of guidance officers (school psychologists) for children of borderline eligibility for special education services. Respondents were asked to recommend the most appropriate placement, from regular classroom to full-time special education class, and to rate the importance of the information presented in the case folder to their decision. Overall, 55% of the respondents recommended full-time special school placement and all of the respondents recommended some form of special education service. There were discrepancies between what guidance officers perceived as influencing their decisions and what actually influenced them. Assessment-based factors of attainment levels and IQ scores were perceived as most influential and sex was perceived as the least influential. Statistical analysis revealed that girls were si...
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