Special Education Evaluation Practices and Procedures: Implications for Referral and Eligibility Decision-Making

Autor/inn/en	Maki, Kathrin E.; Adams, Sarah R.
Titel	Special Education Evaluation Practices and Procedures: Implications for Referral and Eligibility Decision-Making
Quelle	In: Contemporary School Psychology, 26 (2022) 3, S.350-358 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maki, Kathrin E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00335-4
Schlagwörter	Special Education; Eligibility; Referral; Decision Making; Interdisciplinary Approach; School Psychologists; Student Evaluation; Identification; Counselor Attitudes; Geographic Regions; Educational Attainment; Counselor Characteristics; Scores; Achievement Tests; School Districts; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Eignung; Decision-making; Entscheidungsfindung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulnote; Studentische Bewertung; Identifikation; Identifizierung; Bildungsabschluss; Bildungsgut; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School district; Schulbezirk
Abstract	Special education service provision depends upon referral for evaluation, corresponding evaluation procedures, and resulting eligibility decisions. However, how school districts and decision-makers (e.g., school psychologists) apply special education evaluation procedural rules is largely unknown. Through a survey of practicing school psychologists, the current study examined the most common special education referral concerns, multidisciplinary team (MDT) members' roles in eligibility decision-making, the value of various assessment data sources in determining special education eligibility, and differences in those variables across participants' years of experience, degree level, and geographic region. Participants reported that reading was the most common special education referral, school psychologists primarily made special education eligibility decisions with some input from other MDT members, and test scores were the most valued source of assessment data in determining special education eligibility. There were no reported differences in these variables across degree or US geographic region, but there were differences in reported perceptions of the most important sources of assessment data across years of experience. Implications for practice and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01