ERIC Number: ED370285
Record Type: RIE
Publication Date: 1993-Apr
Reference Count: N/A
Triennial Reevaluation of Special Needs Students: A Review of Best Practices and Other Considerations.
Brandt, John E.
This paper reviews the literature on triennial reevaluation of students with disabilities, discusses the legal requirements of the Education for All Handicapped Children Act of 1975 and the amendments found in the Individuals with Disabilities Education Act, and reports on a study of the triennial review process in Maine. A triennial assessment is legally required of every Maine student receiving special education services. A survey of Maine school districts found that 15 of the 90 respondents indicated that school psychological service providers were not used in either the initial assessment or the triennial review. Districts reported that the special educator was often the prime evaluator. Different views of the purpose of the triennial assessment are compared as are various forms of evaluation, including educationally based assessment versus psychologically based assessment, process oriented assessment, assessment of the Individualized Education Program, and curriculum-based measurement versus norm-based assessment. Guidelines for best practices in conducting the triennial evaluation are offered. These include consideration of the student's age, the need for a vocational or prevocational evaluation, and the nature and severity of the educational disability. School psychologists are urged to improve the linkage between assessment and intervention. (Contains 26 references.) (DB)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Individuals with Disabilities Education Act; Maine; Triennial Evaluations
Note: Paper presented at the Annual Convention of the National Association of School Psychologists (25th, Washington, DC, April 1993).