What is the problem with third-party prescription in school-based practice?

O f the many issues that emerge when talking with therapists about school-based practice, one of the most critical has ro do wim third-parry agenrs (physicians, private practice occupational therapists based in medical facilities, etc.) performing independenr evaluations for children with special needs and rendering a prescription I for occupational therapy services ro be provided by the public school serring. The focus of this article is on prescription for practice in schoolbased occupational therapy and the problems therein. Parenrs have the right ro obtain evaluations from professionals not affiliated with the school system, and this right is one of the many safeguards built inro the Individuals With Disabilities Education Aer of 1990 (IDEA, Public Law 101-476) ro protect the rights of children with special needs. The aim of this legislation is ro provide unbiased and independenr idenrification of a child's level of functioning. However, what was inrended by the law, namely, safeguarding children's rights, is not happening in many cases brought ro my arrenrion. Many independenr or third-parry evaluations, or at least the ones I have seen, focus primarily on the performance components concerning a particular srudenr2 The independent eval-