Early pandemic disruptions exposed critical vulnerabilities in special education systems, particularly in referral and evaluation processes governed by the Individuals with Disabilities Education Act (IDEA). This convergent mixed-methods study examined how 86 educational diagnosticians across Louisiana experienced and responded to these disruptions. Quantitative results showed a 38% decline in referrals during school closures followed by a 62% rebound, prolonged evaluation timelines, and notable increases in emotional/behavioral disabilities, other health impairments, and specific learning disabilities. Qualitative findings elaborated on these patterns, revealing challenges related to assessment validity, communication barriers, workload strain, and professional learning needs. Interpreted through systems theory and planetary health frameworks, the findings position special education evaluation systems as critical social infrastructure that links educational continuity, equity, and population well-being. Strengthening diagnostic capacity, digital infrastructure, and crisis-responsive practices is therefore essential not only for IDEA compliance, but for advancing planetary health goals related to resilience, justice, and sustainable human development.
Marie Gomez Goff (Thu,) studied this question.
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