The past decade has witnessed a considerable upsurge of clinical
and research interest in the problems of developmentally and
physically the fields of psychology, disabled persons. Indeed,
professionals from special education, rehabilitation, psychiatry,
and social work have all directed attention to the development and
implementation of evaluation and remedial programs. The heightened
activity in this area is in part a result of early assessment
research with these popUlations, which provided preliminary
evidence of difficulties in social and emotional adjustment in many
disabled individuals. In response to these findings, many
intervention efforts have been implemented to deal with these
issues and improve the life situation of the disabled. Also, there
were indications that developmentally and physically disabled
children often were deprived of adequate educations. As a result,
legal and legislative initiatives have been enacted in recent years
to make public education available to all students irrespective of
disability. Central to all therapeutic and psychoeducational
endeavors with the disabled is psychological evaluation. Only
through careful and com prehensive psychological evaluation can
areas of deficit as well as strengths be identified. Once treatment
targets and goals have been ascertained, psychological evaluation
is needed to determine the efficacy of intervention strategies.
However, the field of psychological evalua tion, in general, and
with disabled persons, in particular, has become highly
specialized. This is largely a function of the changing roles of
psychological evaluators."
General
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