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

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.