Volume 6, Issue 3 (1977)
Protection in Evaluation Procedures
Seeing children labeled and misplaced in special education programs that were inappropriate for their needs was one of the prevailing problems I faced as a school psychologist in the late 1960’s and early 1970’s. Before the passage of any laws protecting the nondiscriminatory testing of children or prohibiting the use of a single IQ measure to place a child, I was busy emptying classrooms for Educable Mentally Retarded youngsters and trying to come up with more appropriate programs for them. In those years the learning disabled child was a new category and only the more sophisticated school districts were providing programs for these children.
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