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Journal of Learning Disabilities
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Appraisal Practices in the Public Schools

Tom E. C. Smith, EdD

Arleen Casto Lewis, PhD

Special Education Program, G.E. 157, University of Arkansas, Fayetteville, AR 72701

Federal and state regulations require that learning disabled children receive a free appropriate education. In order to determine the appropriateness of a child's program, comprehensive assessment information must be gathered and made available to the committee developing individual education programs. The current study surveyed assessment practices used in public schools. All special education supervisors in one state were sent questionnaires to determine specific assessment procedures used. Results indicated that (1) schools are satisfied with appraisal services provided, (2) the majority of school districts contract for some if not all appraisal services, (3) employed examiners are more involved in the total assessment process than examiners on contract, and (4) examiners do not participate in evaluation and placement meetings on a regular basis.

Journal of Learning Disabilities, Vol. 18, No. 8, 467-469 (1985)
DOI: 10.1177/002221948501800805
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This article has been cited by other articles:


Home page
 J Learn DisabilHome page
D. Rivers and T. E. C. Smith
Traditional Eligibility Criteria for Identifying Students as Specific Learning Disabled
J Learn Disabil, December 1, 1988; 21(10): 642 - 644.
[Abstract] [PDF]