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    A NATIONAL SURVEY ON THE ROLE OF THE SCHOOL PSYCHOLOGIST IN EDUCATIONAL PLACEMENT DECISIONS FOR DEAF STUDENT

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    Genre
    Thesis/Dissertation
    Date
    2008
    Author
    Gibbons, Elizabeth
    Advisor
    Rosenfeld, Joseph G.
    Committee member
    DuCette, Joseph P.
    Fiorello, Catherine A.
    Connell, James
    Farley, Frank
    Department
    School Psychology
    Subject
    Psychology, General
    Education, Educational Psychology
    Education, Special
    School Psychology
    Deaf
    Educational Placement
    Least Restrictive Environment
    Deaf Education
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/3734
    
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    DOI
    http://dx.doi.org/10.34944/dspace/3716
    Abstract
    One of the most controversial issues in the field of education is the determination of the educational placement of deaf K-12 students. Although school psychologists are involved in the determination process, little is known about their specific role in decision-making. School psychologists (n=357) with varying degrees of specialization in this area were surveyed with regard to their experience and perceptions. Results indicated that student audiological status predicts the types of assessment data that school psychologists collect and report in order to inform educational placement decisions. Participants who responded to the survey on the basis of their experience making placement decisions for deaf students (n=54) perceived themselves as less influential over the decisions than participants who responded on the basis of their experience making placement decisions for hearing students (n=303). Additionally, there was a relationship between school psychologists' specialization in the area of deafness and the interpretation of the phrase, the "least restrictive environment." Possible explanations and the associated implications of these findings are discussed.
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