The practices, results, and importance of school psychological reevaluations of handicapped children were surveyed. Questionnaires were sent to school psychologists, state consultants for school psychological services, and state directors of special education. Principal findings were that reevaluation practices are nearly identical to initial evaluation practices although there is a reduction in total activity during the reevaluation. Changes in either diagnosis or placement of a reevaluated student is rare, yet the reevaluation process is perceived as very important. Two alternative processes are presented to the current reevaluation procedure. The first one involves rereferring students as needed, and the second process involves increased participation in the annual review of the Individual Educational Program.
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