Date Approved


Embargo Period


Document Type


Degree Name

M.A. in Learning Disabilities


Interdisciplinary and Inclusive Education


College of Education


Shuff, Margaret M.


Ability grouping in education; Children with perceptual disabilities--Education


Disability and Equity in Education


The purpose of this study was to review heterogeneous school districts in an attempt to analyze discrepancy factors used by districts in determining eligibility for classification as perceptually impaired in New Jersey. A record review of child study team confidential files was conducted in four school districts to research the methodology of the classification of perceptually impaired. A total of 80 student files with an initial classification of perceptually impaired within the last 3 years were evaluated for the severe discrepancy factor In each of the districts, 20 files were selected randomly for the research.

The data gathered from the school districts were analyzed with descriptive statistics which included t-tests to compare mean and standard deviation scores for each district. Comparisons were made within district between intelligence and achievement scores in the form of paired t-tests of dependent means. Districts were also compared to the other districts in terms of significance using 2-tailed t-tests of independent means. These achievement and intelligence scores were given as mean and standard deviation scores. In the comparison between districts, group statistics correlated the significance of the severe discrepancy found in each district's files of students classified as perceptually impaired.

Statistically, the differences between achievement and intelligence scores were significant in all districts, but the degrees of significance varied from district to district. When evaluating the significance of achievement – intelligence quotient comparisons by districts, District A just met statistically significant levels, while District C and D met the highest levels of significance.