Abstract
The purpose of this study was to determine the degree to which intellectual, achievement, and behavioral data would predict the placement of students with learning disabilities into a special program. The data were obtained from evaluations conducted on 95 students who were referred for evaluation of learning problems. Stepwise discriminant analysis revealed that only 33% of the variance was accounted for by the battery of assessment instruments in deciding whether to place a student in a learning disabilities classroom. With regard to placement of students with learning disabilities in full-or part-time learning disabilities classrooms, the test data accounted for only 27% of the variance. Thus a large portion of the variance was not accounted for by the assessment data. Implications for future research were discussed.
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