School psychologists are well served to stay up to date on trends in special education law, particularly with respect to determinations when school teams' decisions are challenged. This allows them to focus on proactive best practices that foster accurate specific learning disability (SLD) identification and active collaboration with parents. This…

The COVID-19 pandemic has complicated the identification and delivery of special education services for students across the United States. Many students, regardless of previous disability status, are demonstrating increased academic, social-emotional, and medical needs in school in response to instructional disruptions and other impacts of the…

When a child's parents request a special education evaluation, the school generally must promptly evaluate the student. However, many schools implement response to intervention (RTI) to provide students with regular education interventions prior to evaluating the student for special education eligibility. School psychologists may find themselves…

With the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA), focus has shifted as more states have begun to use a process of identifying learning disabilities based on a child's response to scientific, research-based interventions (i.e., RTI). The decision-making process has been converted into a series of…