Article

The Influence of Legislation on the Practice of School Psychology

Angie Dahl, Kathryn E. Hoff, Gretchen Peacock and Ruth A. Ervin

in The Oxford Handbook of School Psychology

Published in print February 2011 | ISBN: 9780195369809
Published online November 2012 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780195369809.013.0216

Series: Oxford Library of Psychology

 The Influence of Legislation on the Practice of School Psychology

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This chapter provides an overview of the manner in which the practice of school psychology has been influenced by U.S. legislation over the past 30+ years. Relevant federal statutes, regulations, and case law are reviewed, with an emphasis on the ways that federal legislation has impacted both the practice of school psychology and the provision of educational services for students with disabilities. Early legislation in the 1970s focused on creating access to education for children with disabilities. Later legislation focused on increasing access as well as defining educational parameters, including increased access to the regular education environment and increased parental rights. Most recently, legislation has emphasized educational outcomes and school accountability. With these changes in legislation, the role of school psychologists has shifted from simply one of gatekeeper to one of prevention, intervention, and assessment specialist. In the future, the practice of school psychology will continue to evolve, molded, in part, by federal statutes, regulations, and case law.

Keywords: school psychology law; special education law; school psychologist; special education; IDEA

Article.  12426 words. 

Subjects: Psychology ; Educational Psychology

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