SpEd/School Psych Corner: The Pandemic’s Impact on Special Education Evaluations and SLD Identification
School psychologists spend almost 60% of their time assessing and serving students with special needs (Benson et al., 2019), which does not stop in the face of a global pandemic. Thus, it is likely that the single issue about which school psychologists are most concerned is how to continue or begin a special education disability identification assessment during or immediately following a lengthy school closure due to the COVID-19 pandemic. In this paper and the accompanying webinar for NASP members, we will offer guidance regarding how school psychologists can address issues regarding the identification of students with specific learning disabilities (SLDs) when schools reopen after the extended school
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