Premium
Infant and preschool evaluation services: Implications for school districts and personnel
Author(s) -
de Barona Maryann Santos
Publication year - 1992
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(199207)29:3<237::aid-pits2310290306>3.0.co;2-s
Subject(s) - legislation , psychology , preschool education , service (business) , type of service , service delivery framework , service personnel , descriptive statistics , medical education , special education , developmental psychology , pedagogy , business , medicine , statistics , mathematics , marketing , political science , law
Recent federal legislation (PL 99–457) has authorized special services for handicapped infants, toddlers, and their families. School districts, their personnel, and in particular school psychologists must be prepared to facilitate the education and general developmental needs of a young age group with which they may be unfamiliar. Data on 437 children referred for services between 1988 and 1989 were collected and analyzed. Descriptive statistics were computed representing the pattern of service delivery provided to young children over a 2‐year period. The findings provide a realistic view of the type and intensity of services often needed by this age group, the frequency of specific handicapping conditions, and the types of recommendations made. The usefulness of the information to future planning related to both the evaluation process and service delivery is discussed.