The Diagnostic/Instructional Link in Individualized Education Programs

Abstract

Enactment of P.L. 94-142 has provided a major impetus to the provision of a free and appropriate education to all handicapped children. A major provision in P.L. 94-142 is the requirement that all handicapped children receiving special education be provided with an Individualized Education Program (IEP). The IEP, therefore, is to incorporate special education, which is defined as "specially designed instruction." Literature pertaining to IEP development states that instruction must be linked to assessment. The present investigation sought to determine the extent to which the long-term goals and short-term instructional objectives of the IEP can be documented as being predicated upon the psychoeducational assessment. The IEPs and corresponding psychoeducational assessments of 243 students identified as educable mentally retarded (EMR), emotionally disturbed (ED), and learning disabled (LD) were collected and analyzed. Results revealed that the goals and objectives of the IEP have limited foundation in the psychoeducational assessment. Specific consequences of this situation are discussed in terms of impact upon the education of handicapped students, as well as suggestions for strengthening the diagnostic/instructional link in IEPs.

Classroom Influences on Aggressive and Disruptive Behaviors of Students with Emotional and Behavioral Disorders

“…Unfortunately, research has shown that the student assessment data and the instructional goals often have low correspondence (e.g., Fiedler & Knight, 1986;Schenck, 1980;Smith & Simpson, 1989). In addition, the data suggest that errors in developing educational materials and activities are in both directions-too difficult and too easy.…”

Systematisering van het diagnostische proces: pleidooi voor het hypothesentoetsend model

“…Zo blijken adviezen die betrekking hebben op de opvang in het speciaal onderwijs tamelijk willekeurig aan diagnoses te zijn gekoppeld (Schenck, 1980;Frame, Clarizio, Porter & Visonhaler, 1982). De adviezen lopen meestal sterk uiteen bij dezelfde diagnose en zijn bovendien weinig specifiek en concreet.…”

The function of individualized education programmes in special education: a discussion of premises∗

“…The discussion so far gives us reason to believe that translating assessment data into decisions on goals, objectives, methods, learning activities, etc., is problematic (see also Schenck, 1980). One of the premises behind the IEP is that it is possible to link diagnosis and instruction.…”

“…These data are used to make a reliable and valid placement decision. By referring students to special education we expect special education to offer the admitted students an appropriate education (Schenck, 1980). The special education team has to consider seriously the handicaps, learning and social problems, abilities, etc.…”