Educators' Perceptions of the Effects of Communication Disorders Upon Educational Performance

Abstract

Based on a recent federal clarification of "educational performance" related to PL 94–142, an appropriate interpretation of educational performance must include both academic and psychosocial competencies. Because educational performance is one of the assessment components used to determine eligibility for special education services, classroom teachers must provide information to the Eligibility Committee. Therefore, educators' perceptions of the impact of communication disorders on educational performance have important implications for the provision of special education services to communicatively impaired students. The purpose of this investigation was to evaluate educators' perceptions of the effects of communication disorders upon educational performance. Results indicated that 66% of the 282 educators responding believed that communication disorders have an adverse effect on educational performance. The perceived impact of specific communication disorders on educational performance is also presented.