{"title":"对有严重情感障碍和/或自闭症谱系障碍的学生的教育鉴定:当前的做法是如何使不成比例的现象长期存在的","authors":"S. Hepburn","doi":"10.1016/bs.irrdd.2019.08.002","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":44571,"journal":{"name":"International Review of Research in Developmental Disabilities","volume":"1 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/bs.irrdd.2019.08.002","citationCount":"1","resultStr":"{\"title\":\"Educational identification of students with serious emotional disability and/or autism spectrum disorder: how current practices perpetuate disproportionality\",\"authors\":\"S. Hepburn\",\"doi\":\"10.1016/bs.irrdd.2019.08.002\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":44571,\"journal\":{\"name\":\"International Review of Research in Developmental Disabilities\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/bs.irrdd.2019.08.002\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Review of Research in Developmental Disabilities\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1016/bs.irrdd.2019.08.002\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Medicine\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Review of Research in Developmental Disabilities","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1016/bs.irrdd.2019.08.002","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Medicine","Score":null,"Total":0}
Educational identification of students with serious emotional disability and/or autism spectrum disorder: how current practices perpetuate disproportionality