This article summarizes current knowledge as it relates to three basic requirements for assessment: qualified personnel, adequate tools, and fair implementation. On the basis of this summary, research and evaluation priorities for the attention of the fields of special education and school psychology are offered. These priorities include, among others, defining minimum competency for assessment personnel, determining the population-validity of currently used instruments and their modifications, and identifying sources of bias in assessment.
Chapter 11 discusses individual and cultural diversity considerations in school psychology, and addresses educational influences and limitations, including linguistic diversity, bilingual education, special education, and gifted youth, physical and other health limitations, ethnic/cultural background, sexual orientation, and spirituality/religion. It also discusses the considerable variability and some overlap among and within these groupings.
Teacher Education Reform Within University Special Education Programs