Factors influencing teachers' and psychologists' recommendations regarding special class placement

This study investigated the recommendations for special services made by 76 teachers and 53 psychologists for children characterized through 106 case studies with reference to 16 variables. The results indicated that both groups consider IQ, test achievement, class achievement, and home-related anxiety important in making recommendations, with IQ and test achievement weighted more heavily by psychologists than by teachers. SES is important only to psychologists, while adaptive behavior and self-concept are important only to teachers. Recommendations by both groups were not influenced by children's ethnicity, language, home values, school-related anxiety, classroom manageability, and interpersonal relationships.