School psychologists are trained as developmental specialists. There is a tendency to assume that they function only in the K-12 educational system. In this paper, school psychology is presented as a viable resource for service to special needs students in a postsecondary setting, including those in the community college system. Student, teacher, and administrator perceptions of educational needs are examined, and the argument is made that no one professional in the community college currently meets all the needs discussed.Heterogeneity is the byword for the community college student population. The open door policy of community colleges ensures that the diversity of student skills, interests, aptitudes, and abilities exceeds the range found in admissions-oriented institutions. The luxury of screening criteria and score cutoffs for admission is not part of the philosophical base for community colleges. Four-year institutions typically employ admission criteria that allow assumptions regarding characteristics and, more importantly, student needs. These assumptions deal with academic and personal attributes.It is apparent that community colleges will continue to serve large numbers of students from the adult population. Schlossberg (1975) states that many adults are in the process of reformulating career plans and clarifying goals. The February, 1974, APGA Guidepost (cited in Schlossberg, 1975 noted that one of every 50 men and women, 35 years or older, is going back to school. Hohenshil(l979) remarks on the age shifts occurring in the population and predicts extensive expansions in adult and continuing education. Jacobson (1979) points to increases in adult education by noting that since 1972 more than half of the students in higher education are part-time.
BACKGROUNDOpen admissions continue to be supported by three major factors (Brydon, 1978): (a) historically, the community college has attempted to serve all interested students; (b) open admissions is viewed as a means to maximize educational opportunity for all segments of the population; (c) finally, open doors are perceived as the most plausible alternative to use of screening devices of dubious predictive validity. This policy allows little control over educational backgrounds and academic mastery possessed by students. While other institutions often avoid the problems associated with underprepared students, the community college must confront them daily (Hill, 1978).Descriptions of community college students range from junior high school age to senior citizens, from nonreaders to college level readers, and from slow learners to fast learners. Estimates of the number of students enrolled in developmental (remedial) studies programs range from 10 to 50% of the total community college student population.Recently, the provision of special academic programs to the "guided studies," "general studies," or "developmental studies" community college student has been the subject of investigation. Cooper (1980) reports that at least 2 to 3% of all community