School psychologists must ensure that their school follows all national and state level laws pertaining to special services offered. These laws include providing children with an appropriate education, confirming that children are accurately diagnosed, and monitoring the implementation of students’ plans.
Students may receive an Individualized Education Plan (IEP) or a 504. An IEP is implemented for students who fit the criteria of a disability under IDEA 2004 Part B. The criteria for each category, such as emotional disability, may vary by state. An IEP involves a student receiving special services determined by a team and an annual evaluation. Students who do not qualify for an IEP but may have a health condition or disability that requires accommodations in the general education classroom. Schools do not receive supplemental funding for students with a 504.
I find it interesting that IDEIA of 2004 suggested that expectations should become higher for students with special needs. I agree that children should be in the most appropriately challenging environment. However, it does not seem practical to teach the general curriculum to all
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Moreover, school psychologists seek to promote an environment in which parents feel accepted and know their rights. Decisions about special education placement is made after a well-normed test is administered, other factors are considered, and a team that includes the parent determines the placement. It is evident that students of diverse backgrounds are overrepresented. Therefore, it is important for psychologists to become familiar with their school’s culture and effectively evaluate their schools’ special education program. I also believe that teachers and administrators should receive professional development sessions geared towards learning about various cultures of their students and potential over identification