Public Law 94–142, Education of Handicapped Children, mandates the development of an Individualized Education Plan for school-age children with special needs. The development of such a plan requires a team meeting of various specialists who have conducted a variety of assessments of the children being “cored”. Often such meetings become an arena for the enunciation of favored philosophical and methodological positions that tend to obstruct the development of scientifically-based goals and objectives.
This article stresses the importance of avoiding one's favored philosophy in the evaluation and assessment of preschool hearing impaired Hispanic bilingual children. A case illustration is presented to demonstrate the need for objectivity in the team evaluation process. Finally, some guidelines are presented for use in working with Hispanic families.