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Abstract
The efficacy of using multidisciplinary teams (MDTs) for special education evaluation and programming is increasingly being questioned. Current research data provide only weak support for the continued use of MDTs. However, it is argued that MDTs have not had a fair chance to be implemented. Team members and administrators have overlooked the complexity of the organizational changes needed to be made in order for MDTs to function effectively. The role of the school psychologist in a change process is discussed.