Fugate D J, Clarizio H F, Phillips S E
School Psychology, Michigan State University.
J Learn Disabil. 1993 Jun-Jul;26(6):413-6. doi: 10.1177/002221949302600607.
Previous research has reported that the number of evaluated children placed in special education is as high as three out of four. The purpose of the present study is to reassess, extend, and update referral-to-placement research. Subjects consisted of 236 predominantly white children referred for special education evaluation from 12 suburban and rural school districts. Of the 236 pupils referred, 128 were diagnosed as learning disabled (LD) by a multidisciplinary team (MDT). The 128 students identified as eligible for services for students with LD had a mean IQ of 96.43 and a mean age of 10.2. The majority of the subjects were male (70%). The results suggest that the number of students referred who are actually placed is lower (approximately one out of two) than previously reported. It is concluded that further research is needed to verify the current referral-to-placement ratio and to explore the factors influencing this ratio.
先前的研究报告称，接受特殊教育评估的儿童数量高达四分之三。本研究的目的是重新评估、扩展并更新从转介到安置的研究。研究对象包括来自12个郊区和农村学区的236名主要为白人的儿童，他们被转介进行特殊教育评估。在被转介的236名学生中，128名被多学科团队（MDT）诊断为学习障碍（LD）。被确定有资格接受学习障碍学生服务的128名学生的平均智商为96.43，平均年龄为10.2岁。大多数受试者为男性（70%）。结果表明，实际被安置的转介学生数量比之前报告的要低（约为二分之一）。研究得出结论，需要进一步研究以核实当前的转介到安置比例，并探索影响该比例的因素。
