Clinical Diagnostic Evaluations and Special Education Evaluations: Knowing the Differences and Benefits
Allison Werlinger, PhD
Licensed Psychologist
Associate at The Evidence Based Practice of Nevada
The initial evaluation process for children with neurodevelopmental disorders (such as Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder, and Specific Learning Disorders) can be a confusing and stressful time for families. A clinical diagnostic evaluation and a special education evaluation share a common goal: to get the child and family the support they need to succeed in the school, home, and community environments.
A clinical diagnostic evaluation is necessary to identify the correct diagnosis, inform evidence-based treatment decisions, and to access many home/community-based supports and services.
· Licensed professionals (e.g., licensed psychologists and neuropsychologists, specialized physicians, certified speech language pathologists, etc.) can evaluate for specific neurodevelopmental disorders, psychological disorders, speech-language disorders, and other difficulties within their specialty fields.
· A clinical evaluation is completed over several appointments with the licensed professional, and typically includes: clinical interview which includes comprehensive medical, developmental, educational, social, and behavioral history; review of records; neuropsychological/psychological testing; feedback including diagnosis(es) treatment planning and recommendations; and appropriate service referrals (which may include school-based services).
· A clinical evaluation that results in a clinical (or formal) diagnosis(es) enables families to access home/community-based treatment services and benefits covered through their insurance provider. Licensed professionals assist families in understanding the diagnosis, provide guidance for next steps after diagnosis, and assist with long term treatment and educational planning.
A special education evaluation is required to determine if the child is eligible to receive school-based special education supports and services.
· A special education evaluation is provided through public school districts (as part of the Individuals with Disabilities Education Act [IDEA] federal law). A special education evaluation is free to families and is completed by a multidisciplinary educational team at the child’s school. It is typically recommended by the child’s teacher or requested by the child’s parents/caregivers.
· An educational team typically consists of a school psychologist, school nurse, regular education teacher, special education teacher, and the child’s parents/caregivers. A provider of related services, such as a speech-language pathologist or occupational therapist, may also be a part of the team.
· Once the school team has completed a special education evaluation, they will determine if the child is eligible for special education services through an Individualized Educational Program (IEP) Plan. Academic interventions and accommodation/modifications are included in an IEP Plan. The school team will also determine the best educational placement for the child (such as regular education, resource support, or self-container).
· Although a child may have a documented disability, the child must have a need for special education services (i.e., the disability must impact the learning and academic performance of that child)
· School teams cannot diagnose a neurodevelopmental or psychological disorder in a child (with a few rare exceptions). However, school teams may utilize the results and recommendations provided from a clinical evaluation to help inform the special education evaluation process and school-based interventions and accommodations.
It is often necessary for a family to complete a clinical evaluation and a special education evaluation in order to receive comprehensive treatment and intervention for the child and family in the school, home, and community settings. A collaborative approach between families, clinical professional, and school teams can support a child’s developmental, behavioral, social, and academic needs.
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