Psychological Reevaluation of Handicapped Children. A Survey of Practitioners and Policymakers

Gloria A. Galvin, Stephen Elliott

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)64-75
Number of pages12
JournalProfessional Psychology: Research and Practice
Volume16
Issue number1
DOIs
StatePublished - Feb 1985
Externally publishedYes

Fingerprint

Disabled Children
Psychology
Students
Special Education
Consultants
Surveys and Questionnaires

ASJC Scopus subject areas

  • Psychology(all)

Cite this

Psychological Reevaluation of Handicapped Children. A Survey of Practitioners and Policymakers. / Galvin, Gloria A.; Elliott, Stephen.

In: Professional Psychology: Research and Practice, Vol. 16, No. 1, 02.1985, p. 64-75.

Research output: Contribution to journalArticle

@article{a543a294ab6041b98a7173058c34b1d4,
title = "Psychological Reevaluation of Handicapped Children. A Survey of Practitioners and Policymakers",
abstract = "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.",
author = "Galvin, {Gloria A.} and Stephen Elliott",
year = "1985",
month = "2",
doi = "10.1037/0735-7028.16.1.64",
language = "English (US)",
volume = "16",
pages = "64--75",
journal = "Professional Psychology: Research and Practice",
issn = "0735-7028",
publisher = "American Psychological Association Inc.",
number = "1",

}

TY - JOUR

T1 - Psychological Reevaluation of Handicapped Children. A Survey of Practitioners and Policymakers

AU - Galvin, Gloria A.

AU - Elliott, Stephen

PY - 1985/2

Y1 - 1985/2

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=0009314447&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0009314447&partnerID=8YFLogxK

U2 - 10.1037/0735-7028.16.1.64

DO - 10.1037/0735-7028.16.1.64

M3 - Article

AN - SCOPUS:0009314447

VL - 16

SP - 64

EP - 75

JO - Professional Psychology: Research and Practice

JF - Professional Psychology: Research and Practice

SN - 0735-7028

IS - 1

ER -