A Revolution Can Also Mean Returning to the Starting Point: Will School Psychology Help Special Education Complete the Circuit?

Abstract

The assumption that radical reform of special education is imminent may be premature. Questions are raised about what is proposed, whose reform agenda is represented, and what evidence and analyses support reform proposals. The assumption that a revolution in school psychology will significantly affect the success of special education reform may not be warranted. Questions are raised about the sufficiency of school psychology resources and the roles of school psychologists if school psychology is revolutionized. If the proposed radical reform of special education is realized, then both special education and school psychology may have completed a circuit and need to be rediscovered.