Volume 6, Issue 3 (1977)
A.W. Engin, J.R. Leppaluoto, S.Z. Petty
The Education for All Handicapped Children Act and amendments (P.L. 93-380 and P.L. 94-142) have placed a clear mandate before all school psychologists and other school personnel to implement an unbiased multi-factored evaluation of handicapped or suspected handicapped youngsters. These landmark legislative efforts can be hailed as both a bill of rights for handicapped youngsters and an impetus for needed change in assessment and placement practices in the public schools. As school psychologists, the challenge and the opportunity to scale to new heights of professional policy and practice are perhaps unparalleled, yet the occupational compass to the summit for the tyro and the experienced climber alike has yet to be developed. This issue of The School Psychology Digest attempts to address the myriad issues attendant to the effective development, implementation, and evaluation of unbiased multi-factored assessment and to provide an outline of the needed knowledge and skills to implement both the public laws and the spirit of the laws. It is, of course, beyond the scope of this introduction to examine these matters in detail. Rather the intent is to provide a broad general picture and to direct the reader to relevant extant literature for elaboration.
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