Implications for evaluating abused children: An independent study of the frequency of abused children referred to and enrolled in special education classes in a major Southeastern United States metropolitan area

This study investigated the frequency with which a group of identified child abuse victims in a single year appeared in independently gathered school records as manifesting developmental difficulties. Records from school entry were studied to determine the frequency of school behavioral problems, suspensions, and referral to special education consideration. This procedure based on independent and previously existing records yielded substantially lesser evidence of problems and handicapping conditions than those reported in the literature.