Child Study Team Decision Making in Special Education-Reference-Cited by-同舟云学术

Child Study Team Decision Making in Special Education

Published:1989-07 Issue:4 Volume:10 Page:50-58
ISSN:0741-9325
Container-title:Remedial and Special Education
language:en
Short-container-title:Remedial and Special Education

Author:

Moore Kevin J.¹,Fifield M. Bryce²,Spira Deborah A.³,Scarlato Mary⁴

Affiliation:

1. Kevin J. Moore, MA, is a doctoral candidate in special education and rehabilitation at the University of Oregon. Currently, he is an individual and family therapist at the Oregon Social Learning Center. His clinical and research interests include specialized foster care; prevention and treatment of antisocial behavior; the development of family and peer intervention strategies for the prevention of serious drug abuse; and the longitudinal relationship of parent cognitions to parent discipline practices,...

2. M. Bryce Fifield, PhD, is a research and evaluation specialist for the Eugene 4–J School District.

3. Deborah A. Spira is a student in the Interdisciplinary Doctoral Program at the University of Oregon. Currently, she is a school psychologist in Alaska.

4. Mary Scarlato, PhD, is a recent graduate of the University of Oregon's Interdisciplinary Doctoral Training Program in Special Education and Rehabilitation. Currently, she is a research assistant at Oregon Research Institute. Her research interests include the application of systematic instruction and microswitch technology with severe physically disabled persons, communication training with deaf-blind children, early intervention with multiply handicapped infants, and teacher training.

Abstract

Child study teams (CSTs) are involved in making decisions about many aspects of the delivery of special services to handicapped students. However, a number of factors inhibit the decision-making process within CSTs. These factors have their origins in the implementation of the team process at the local education agency (LEA) level, the preparation of CST members to participate in team decision making, and in the difficulties encountered in communicating discipline-specific information. To overcome the factors inhibiting effective team decision making, a rationale is established for the development of pandisciplinary tools to assist in interpersonal communication, group decision making, and assessment. Specific examples of such tools are presented, and their relationships to current practices are discussed.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/074193258901000409

Reference73 articles.

1. Review of Research on Team Effectiveness: Implications for Teams in Schools

2. MULTI‐DISCIPLINARY MODELS IN SPECIAL EDUCATION?1

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