Assessment Issues in Early Childhood Special Education

Abstract

The role of the school psychologist in early education programs is currently under review in the USA as a result of recent federal legislation. The issue is of concern to the entire special education and school psychology community with the growing emphasis on early intervention programs in many nations. In a shift of emphasis towards evaluation of learning contexts, and assessment of emerging skills and the child's individual learning processes, school psychologists may be called upon to provide qualitative assessment information and active teacher consultation. In addition to traditional child development data, the school psychologist may be involved in evaluating the learning interactions of young children who exhibit developmental delay, specifically with respect to early indicators of independence behaviors. This paper proposes an active assessment model and observational strategy which may be of interest to school psychologists involved in early childhood special education programs.