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Extra info for Current Issues and Trends in Special Education: Identification, Assessment and Instruction (Advances in Special Education, Volume 19)

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To overcome obstacles that hinder the proper identification of children with special needs and the subsequent evidence-based interventions, it is necessary to acknowledge and examine problems found within each of these areas as a first step to developing solutions. Ideally, a child receives early assessment, accurate diagnosis, appropriate placement, and subsequently appropriate services. When the process works well, there can be many benefits for both the child and the family. , 1986). In this chapter, we first address the misidentification of students and then address problems with which can stem from misintervention.

Underrepresentation of students from certain groups in special education seems to be of minor concern. It is ironic that disproportionality is of more concern when too many individuals in a group receive services than when too few members of this same group receive services. If disproportionality is only a problem when it involves overrepresentation, do we assume underrepresentation is beneficial? This chapter focuses on problems associated with underidentification of exceptional learners in special education.

1–20). London: Elsevier Press. de Valenzuela, J. , Copeland, S. , & Park, M. (2006). Examining educational equity: Revisiting the disproportionate representation of minority students in special education. Exceptional Children, 72(4), 425–441. Dodd, D. C. , Zabriskie, R. , Widmer, M. , & Eggett, D. (2009). Contributions of family leisure to family functioning among families that include children with developmental disabilities. Journal of Leisure Research, 41(2), 261–286. Dyson, L. L. (1996). The experience of families of children with learning disabilities: Parental stress, family functioning, and sibling self-concept.

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