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Assessment for Eligibility: Issues in Identifying Students with Emotional or Behavioral Disorders

University of Virginia

This article presents an overview of several problems associated with assessing students with emotional or behavioral disorders (EBD) for eligibility. Major issues include underidentification of students in the category of EBD and the continuing overrepresentation of students of minority ethnicity. Movement away from the traditional norm-referenced approach to assessment toward a more functional approach seems to offer the most promise for addressing these concerns.

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