Abstract
This case study investigated urban school psychologists’ experiences with graduate-level training and continuing professional development (CPD) experiences and how training impacts how urban school psychologists make sense of the specific learning disabilities (SLD) identification process. While school psychologists receive extensive training, this study found graduate-level training and CPD opportunities do not provide sufficient theoretical and practical learning opportunities for school psychologists to make sense of the SLD identification process. Seven school psychologists from six urban districts participated in this study and completed a brief demographic questionnaire and two semi-structured interviews. Data analysis revealed themes regarding knowledge and experiences that participants obtained through graduate-level training and CPD that they use during the SLD identification process as well as challenges related to their training and CPD engagement. These findings highlight the need for changes to graduate-level school psychology training programs, individual school psychology courses, and available CPD opportunities to improve the quality of available training related to special education law, SLD identification, multicultural competence, and practical experiences.
