DQ1.docx What are the some of the most important concerns that may NOT be addressed in a

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DQ1.docx What are the some of the most important concerns that may NOT be addressed in a psychoeducational evaluation? First of all psychoeducational evaluation determines if the child has a learnin... g disability or other issues that negatively impact his or her ability to learn. It assesses the child's cognitive (i.e. intellectual) abilities, academic achievement levels, information processing abilities, and general emotional and behavioral issues. These evaluations usually measure emotional/behavioral functioning and their impact on the child's academic success. However, psycho-educational testing does not answer all questions about the problems a child may be experiencing. œEvaluations seldom give guidance in selecting a specific curriculum or determining appropriate class assignment or grade placement, generally cannot evaluate the quality of instruction, and rarely provide insight regarding why certain characteristics or problems exist, which usually requires a much broader set of information than what is gleaned from a psychological evaluation alone (NASP, 2003). References: NASP Center. (2003). Psychological Evaluations: What Every Principal Should Know. Principal Leadership Magazine, 4 (3), Retrieved from: http://www.naspcenter.org/principals/nassp_evaluation.html . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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