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Volume 31, Issue 4 (2002)

Getting It Right So They Can Get IT Right: An Overview of the Special Series

pp. 453—458

Abstract. This article reviews the studies making up this special series on academic assessment and intervention in light of new federal education law and study of special education by the federal government. It is argued that the appearance of these unsolicited articles is a further indicator of changing expectations on the part of the field for school psychology practice. The article also attempts to highlight features of the studies that help to address some as-yet-unresolved measurement and intervention issues.

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