According to Ervin, Gimpel, and Merrell (2006, p 140), it has been “expected” that school psychologists perform refer-test-place tasks and do traditional diagnostic roles. Teachers and parents have seen the psychologist's primary function as one of assessing children to determine if they are in need of receiving special education services. A problem occurs between the actual and preferred roles of the school psychologist and also the current and recommended practices that they use. In addition, there is a huge increase in children who are in need of special education services due to awareness, teachers wanting a disruptive child out of their class, increased stress on testing due to NCLB, and many parents wanting their children to receive aid on testing.
With this influx of children who are in need and requesting tested and financial problems within the state do you think there is any time for a school psychologist to do anything but test the children that require testing?
How much can be expected of the school psychologist and where should our focus be?
This blog was created by Rebecca Guenther and Danielle Allegra.
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