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Assessing the cognitive functioning of students with intellectual disabilities : Practices and perceptions of school psychologists- [e-book]
Assessing the cognitive functioning of students with intellectual disabilities : Practices and perceptions of school psychologists- [e-book]
- 자료유형
- 학위논문
- ISBN
- 9781339813158
- 서명/저자
- Assessing the cognitive functioning of students with intellectual disabilities : Practices and perceptions of school psychologists - [e-book]
- 발행사항
- Ann Arbor, MI : UMI Dissertations Publishing, 2016
- 형태사항
- 117 p
- 주기사항
- Adviser: Rune J. Simeonsson.
- 학위논문주기
- Thesis (Ph.D.) - The University of North Carolina at Chapel Hill, 2016.
- 초록/해제
- 요약 : School psychologists are faced with the task of conducting evaluations of students in order to determine special education eligibility. This often equates to administering a cognitive assessment measure to obtain information about skills or abilities. Although this may be a straightforward task when working with children of average or higher intelligence, it becomes increasingly challenging as students' needs and impairments become more complex. In this study, a sample of 209 North Carolina school-based school psychologists was surveyed about their practices and perceptions related to working with students with intellectual disabilities (ID). The study aimed to answer three research questions: 1) What is the status and range of school psychologists' previous training specific to the ID student population, 2) What is the nature of current school-based school psychologists' practices related to working with students with ID, and 3) What are school psychologists' perceptions of working with this population? The results identified trends in current assessment practices of school-based school psychologists in North Carolina related to their work with students with ID. Specific areas of strength and need were identified with reference to a variety of variables including cognitive assessment tool selection and linking assessment data with other practices (e.g., developing appropriate IEP goals and collaboration with community providers), respectively. Recommendations for future training and research are provided.
- 기타 저자
- The University of North Carolina at Chapel Hill Education (School Psychology)
- 전자자료 바로가기
- 로그인 후 이용바랍니다.
- Control Number
- chimsin:470235
소장정보
- 예약
- 서가에 없는 책 신고
- 보존서고 도서대출신청
- 나의폴더
- 우선정리요청
등록번호 | 청구기호 | 소장처 | 대출가능여부 | 대출정보 |
---|---|---|---|---|
T0013158 | DT Ph.D. | 전자화일 | 열람만 가능 |
열람만 가능 마이폴더 |
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