A Survey of Perceived Competence among Psychologists Who Evaluate Students with Severe Handicaps

Abstract

Since the passage of P.L. 94–142, a primary concern in the provision of services for students with severe handicaps is the assessment of these individuals. Whether or not requirements mandated by P.L. 94–142 are met depends on the knowledge and skills of assessment personnel. The authors surveyed assessment personnel in the state of Texas. The results indicated that most assessment personnel do not believe themselves to be adequately prepared to conduct assessments of students with severe handicaps. Findings revealed that assessment personnel desire additional training in needed competencies for assessing these students. Further, a higher percentage of those assessment personnel with training perceived themselves to have the competency than those who had no training. Implications for preservice and inservice training programs are discussed.