Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

2 results

  • 35 - Assessment in Educational Settings

  • from Part IV - Clinical Assessment in Specific Settings
  • Edited by Martin Sellbom, University of Otago, New Zealand, Julie A. Suhr, Ohio University
  • Book:
    The Cambridge Handbook of Clinical Assessment and Diagnosis
    Published online:
    06 December 2019
    Print publication:
    19 December 2019, pp 485-497

  • Summary

    Many clinical psychologists either work with children who may be eligible for educational accommodations and special education or else work with adults who have received such services. This chapter provides an overview of assessment issues in educational settings, with a focus on K-12 schooling. We review the legal framework for special education assessment, before considering two controversial issues that interact with that framework: multitiered systems of support that delay comprehensive assessments and the question of whether students with ethnic minority backgrounds are overidentified as having disabilities. We then turn to the assessment of learning disabilities, the largest special education category; we review and evaluate major approaches to learning disability identification. Our next topic is the use of assessment data to determine which students need accommodations on classroom and high-stakes tests. Finally, we discuss an emerging issue: the measurement of effort and motivation that students exhibit during testing in educational settings.