School psychologists serving at-risk and handicapped infants, toddlers, and their families.

Abstract

In the past 10 years, subsequent to the passage of Public Law 94–142, school psychologists experienced significant changes in service delivery to the school-aged handicapped population. On October 8, 1986, additional federal legislation expanding educational services to the preschool handicapped population was passed and signed into law; indeed, this legislation, Education of the Handicapped Act Amendments of 1986 (PL 99–457), goes even further by encouraging full educational services to at-risk and handicapped infants, toddlers, and their families. The latter role is addressed herein. Early intervention, PL 99–457, Individualized Family Service Plans (IFSP), multidisciplinary teams, case management, and the school psychologist’s role serving this new population are presented and discussed. It is anticipated that this newly emerging role will open both direct and indirect opportunities for the expansion of school psychological services.

Enierging Issues in the Assessment of Young Children With Disabilities: The Expanding Role of School Psychologists

“…This role involves collaboration with interdisciplinary team members and demands a knowledge of childhood development, etiology, and treatment of handicapping conditions, and family dynamics (Garwood, Fewell, & Neisworth, 1988;Mowder, Widerstrom, & Sandall, 1989;Widerstrom, Mowder, & Willis, 1989). School psychologists must also work in collaboration with other professionals in order to develop individualized family service plans.…”