Abstract
Assessment personnel are those individuals who work in the capacity of evaluation of students with disabilities, including, but not limited to, educational diagnosticians, educational examiners, psychometrists, and instructional specialists. These professionals are responsible for identifying strengths and weaknesses and for providing teachers with evidence-based recommendations that can be implemented in the classroom to improve performance of students with learning deficits. This qualitative study examines 19 educational diagnosticians’ perceptions related to the barriers and supports that impacted their ability to provide evidence-based recommendations for students who are learning disabled. Three categories of barriers to issuing successful evidence-based recommendations emerged as a result of the study: Knowledge of Evidence- Based Interventions, Time to Complete Assessments, and Support from Administrators and Teachers.
Recommended Citation
Rueter, Jessica A. and Simpson, Cynthia G.
(2012)
"THE PROMISES AND REALITIES OF EVIDENCE-BASED PRACTICES: PERCEPTIONS FROM ASSESSMENT PERSONNEL,"
Administrative Issues Journal: Vol. 2:
Iss.
1, Article 12.
Available at:
https://dc.swosu.edu/aij/vol2/iss1/12
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