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The impact of PL 94‐142 on the practice of school psychology: A national survey
Author(s) -
Goldwasser Evelyn,
Meyers Joel,
Christenson Sandra,
Graden Janet
Publication year - 1983
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198304)20:2<153::aid-pits2310200206>3.0.co;2-w
Subject(s) - legislation , school psychology , psychology , scope (computer science) , intervention (counseling) , medical education , applied psychology , pedagogy , psychiatry , medicine , political science , law , computer science , programming language
This paper presents the results of a national survey of school psychologists to determine the impact of PL 94‐142 on the role of the school psychologist. Data were based on responses to 856 surveys by practicing school psychologists who were selected randomly from the NASP membership list during 1979‐80. The results suggested that this legislation has had remarkably little impact on the evaluation procedures used or on the school psychologist's role. The two clear changes that have occurred may have negative implications for psychological services (e.g., an increased focus on handicapped children and increased paperwork). It was found that many school psychologists are involved in evaluation, but do not have time to be involved in the IEP process, or to provide follow‐up consultation, or direct intervention for prevention and/or therapeutic purposes. This problem was exacerbated in districts that had ratios of greater than 1,000 to 1. Despite these problems, many respondents view the legislation in positive terms, and feel it has helped to enlarge the scope of practice.