The designating categories of special education have been carefully conceptualized by educators and are conscientiously considered in the cases of students who appear to have a barrier or barriers to learning. Most cases referred to school psychologists are straightforward and well understood. The majority of students referred and evaluated clearly meet criteria for one of the designating categories and is appropriately served as a result of the designation specified. Time and time again we have seen that when the student, designation, and assigned services match, the services received by the students lead to their progress.

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