Improving General Education Instruction: Relevance to School Psychologists

Abstract

Many school psychologists spend the majority of their time testing students with academic difficulties for special education eligibility. These assessment efforts are directed toward finding within-child disabilities presumed to cause learning problems. Tests are administered to the student to find the disability and if found, special education services are delivered to presumably solve the problem. Current school psychology services typically ignore the role of general education curriculum and instruction practices and their potential contribution to students' academic difficulties as well as the role that effective instructional practices can serve to reduce student learning difficulties. This article proposes that school psychologists direct more efforts at ensuring the implementation of effective instructional practices in general education and identifies roles that school psychologists can play in improving general education instructional practices.

Additional information

Notes on contributors

Mark R. Shinn

Mark R. Shinn, PhD, is Associate Professor and Director of The University of Oregon School Psychology Program. He received his doctorate from The University of Minnesota in 1981. His research interests include special education decision making using Curriculum-Based Measurement and reintegration of students with mild academic disabilities.

Scott McConnell

Scott M. McConnell, PhD, is Director of The Minnesota Center for Community Integration and Associate Professor of School Psychology at The University of Minnesota. He received his doctorate from The University of Oregon. His research interests include social behavior and appropriate interventions for pre-school-aged children.