| Abstract: | Ninety exceptional children—30 emotionally handicapped (EH), 30 learning disabled (LD), and 30 educable mentally retarded (EMR)—attending public, self-contained classrooms in the Southeast were systematically selected from a master list of all exceptional students (1,355) who had been referred for placement within the last 4 years. All available data used in the placement process, i.e., WISC-R profiles, Key Math scores, and teacher rating scale scores, were obtained by a search of the children's permanent records. To determine the relative effectiveness of the assessment devices in contributing to appropriate placement decisions, a MANOVA with subsequent univariate analyses and multiple discriminant function analyses was employed. Results indicated that both the LD and the EH groups differed significantly from the EMR group, and that classification results for all groups were inadequate. |
