Parental refusal to consent for evaluation: A legal analysis with implications for school psychologists

Abstract

The decision to begin the process for special education eligibility has complexities impacting children, parents, teachers, and schools. The Individuals with Disabilities Education Improvement Act (IDEA) eligibility provisions specify the need to obtain consent prior to evaluation and options when consent cannot be obtained. School psychologists may encounter parents who are reluctant to provide consent or parents who may seek to condition their permission. The reasons for parent refusal to consent to evaluation are analyzed in a review of administrative and judicial decisions published in the Individuals with Disabilities Education Law Report between 2004 and 2008. Possible parent reactions to the request for evaluation are discussed, and guidelines for school psychologists encountering reluctant parents are provided. © 2012 Wiley Periodicals, Inc.