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According to Gorn (1996), IQ tests can be valuable part of the evaluation process as long as they are paid, are not racially or culturally discriminatory, and are not used as the sole criterion for placement.
The court further held that they could be used in the special education placements of African American children.
The court also found that the school district had not used the IQ tests as the sole basis for special education placement, thereby complying with the IDEA.
A federal district court in California banned the use of standardized IQ instruments to evaluate African American student for placement in classes for students with educable mental retardation.
In 1986, the Larry P. ban was expanded to include IQ testing of African American students for all special education placements.
The court ruled that such tests contained racial and cultural bias and discriminated against students from racial minorities.
whether environmental, cultural, or economic disadvantage affects the child's ability to learn.
whether there is a severe discrepancy between achievement and ability that is not correctable without special education
whether educationally relevant medical findings apply
what relevant behavior was noted during the observation
what the basis for making the determination is
whether the students has a specific learning disability
administered by trained personnel in conformity with instructors.
validated for the specific purpose for which they are used.
provided and administered in the student's native language or mode of communication unless not feasible to do so.
classroom-based assessments and observations from teachers and related services providers.
Information relating to allowing a student to access and progress in general education.
Information from the student's parents.
Relevant functional and developmental information.
Determine the content of the child's special education program.
To determine whether a child has a disability covered under the IDEA and if he or she needs special education
Obtain their consent to proceed.
Notifiy the parents in writing of their intent to conduct an evaluation.
Coordinate activities with local service agencies
Television and radio advertisements
Mailings to parents
Public awareness programs
located
evaluated
identified
Data collection
The student's progress toward his or her goals must be assessed, and the results of the assessment must be reported to parents at least as often as students in general education receive report cards.
When I was in school, I just had to have almost every other week's report to present to my parents about my grades and how I was doing with school. Also, the parents had a reunion twice a month to see the progress that the students were making but also to ensure that they were all progressing, to avoid class failing or even not understanding the concepts. I think it is important to first have a good relationship between the parents and teachers to also have better communication about the student's progress.
The IEP must include data collection methods that can be used to determine if a student is making progress toward meeting his or her goals.
Link between assessment and intervention
The areas of need identified in the assessment must be addressed in the student's IEP though the goals, special education services, or both.
The results of the assessment must lead directly to intervention.
Team decision making
The parents of a child with disabilities being evaluated must be allowed to participate in the process.
The team makes the decisions about the process and results of the assessment.
The assessment team must include professionals with expertise in the student's disability area and the student's parents.
Full and individualized assessment
The assessment should assist the IEP team in planning a student's program of special education, related services, and supplementary aids and services.
The school must conduct a full and individualized assessment to determine whether a student has a disability under the IDEA and to determine the student's educational needs.
Reevaluation
The team determines that no additional data are needed to assess continued eligibility. The school does not rot conduct a new assessment, unless the parents request it.
The assessment data must be reviewed every 3 years.
IEP team
The IEP team must include someone qualified to interpret the instructional implications of the assessment results.
Statewide assessments
Testing accommodations and alternative assessments, if needed, must be provided to students with disabilities.
The students in special education programs must participate in statewide and districtwide assessments of achievement.
Assessment process
The assessment must provide information that directly assists the team in determining the educational needs of the student.
The assessment must be sufficiently comprehensive to identify all of the student's educational needs, regardless of disability.
The student must be assessed in all areas of the suspected disability.
Standardized Tests
The tests must be administered in accordance with the instructions provided by the producer of the test.
The tests must be administered by trained personnel.
The tests must have been validated for the specific purpose for which they are intended.
Assessment Tools
Tests must be administered in the student's native language or mode of communication, unless it is not feasible to do so.
The test must be nondiscriminatory.
This semester I am taking a class called Assistive Technology. And one of my projects was to provide ways where the students with visual impairment could participate. So while I was doing my research I noticed the importance of providing all the reading material, even the test in Braille which is a great implementation of a nondiscriminatory test. I got excited because I was able to do a test about plants with braille.
The team may may not use a single procedure as the sole criterion for determining eligibility or planning educational programs.
The assessment team might use technically sound instruments that assess students in all areas go the suspected disability, including cognitive, behavioral physical, and developmental factors.
The school is required to use a variety of assessment tools to gather relevant, academic, and functional information about the student, including information provided by the parents.
Parent Participation
The student's parents may participate in the reevaluation process.
The school must include parents in the initial assessment.
Consent
The school may use mediation or due process procedures to secure permission to evaluate, if the parents refuse consent.
The school must obtain consent for the initial assessment and for any reevaluations conducted.
Monitoring student's progress
Determining special education services to be provided
Writing goals
Planning Individualized instruction
based on the individualized assessment, that are used to identify students as having disabilities and to determine if they are requiring special education and related services.
Eligibility decisions under entitlement decisions
identification and classification decisions, based on the assessments.
I remember that in the first block of this semester during my practicum, I was able to see how the students were getting evaluated by the tests of Idaho Literacy Standard. The teacher explained that some of the students were not scoring high enough as their peers. And that they were going to get evaluated again to see if they needed special education intervention or maybe they just had a bad day. I wonder if that is something that we should always be careful about.
Referral
they involve a determination by a teacher or parent that a student may need special education.
Screening
is the process of collecting data to determine if is necessary to have a more intensive assessment.
