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School Psychology International
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The Evolving Context of Special Education Classification in the United States

Stephen D. Truscott

Department of Counseling and Psychological Services, Georgia State University, Atlanta, GA, USA and, sdt55{at}gsu.edu

Angela M. Catanese

The University at Buffalo, SUNY, NY, USA

Laura M. Abrams

The University at Buffalo, SUNY, NY, USA

Researchers, practitioners and theorists have raised concerns about the special education delivery and classification processes in the United States. The President’s Commission on Excellence in Special Education report (PCESE: 2002) examined these concerns and existing special education research, reports and opinions to develop recommendations for the reauthorization of the Individuals with Disability Act. National Association of School Psychologists Position Statements and other publications support the basic findings of the PCESE report. If enacted as recommended, the proposals will fundamentally change special education classification and service delivery. The changes have the potential to alter in fundamental ways the prevailing school psychology practices in the US. This article: (a) outlines some of the concerns and research that lead to calls for radical special education reform; (b) identifies National Association of School Psychologists (NASP) Position Statements and PCESE findings that respond to identified special education issues and (c) presents information about school-based practices that will likely change if reform actually occurs.

School Psychology International, Vol. 26, No. 2, 162-177 (2005)
DOI: 10.1177/0143034305052911
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