Identification and diagnostic issues in special education: a status report for child psychiatrists.
作者： Steven R. Forness , Kenneth A. Kavale
DOI: 10.1007/BF00705957
关键词:
摘要: Education of children with learning, behavioral, or emotional disorders in the public schools has been rather remarkably transformed over past decade by implementation Public Law 94-142, Handicapped Act. Although learning disabilities have served far greater numbers than before, other disorders, including serious disturbance, either declined are being smaller current prevalence rates would suggest adequate. This paper reviews these trends, along diagnostic criteria used to determine special education eligibility for such children, and discusses selected interdisciplinary related trends.
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