Assessment

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Assessment

The following table is used for determining eligibility for special education during the assessment process of a student.

Educational History	Teacher Assessment	Medical Assessment	Home Assessment	Specialist Assessment	Psychological Assessment
traits of impairment	traits of impairment	traits of impairment	traits of impairment	traits of impairment	traits of impairment
language difference	language difference	physical constraints	language difference	language difference	language difference
cultural background	cultural background	developmental history	cultural background	cultural background	cultural background
strengths and needs	strengths and needs	medical history	strengths and needs	classroom performance	strengths and needs
cumulative test results	student work products		family history/interview	rate and style of learning	student interview
previous accommodations	classroom performance		developmental history	student work products	student work products
attendance/records	formal/informal test results		interests/activities	formal/informal test results	formal/informal results
	curriculum approach used		student employment	student interview	classroom performance
	classroom structure		interview with others	language dominance	language dominance
	student interview		function in community	strengths and needs	student interview
			suspected area of disability	suspected area of disability

Decision Making

Does the student have a disability? AND Does that disability result in the students inability to progress effectively in regular education?

To answer yes to this question, the evaluation TEAM should consider all of the following as an indication of limited impairment, or delayed capacity as they gather and interpret assessment data:

A) A pattern of difficulty that persists beyond age expectations.
B) A pattern of difficulty across settings.
C) A pattern of difficulty that is not solely the result of cultural. linguistic or social economic differences.
D) A pattern of difficulty that persists despite preferential activities.

For additional Assessment Resource Information please visit the following Website LINKS:

Assessing Children for the Presence of a Disability:

Assessment in educational settings serves five primary purposes:
1) screening and identification: to screen children and identify those who may be experiencing delays or learning problems;
2) eligibility and diagnosis: to determine whether a child has a disability and is eligible for special education services, and to diagnose the specific nature of the student's problems or disability;
3) IEP development and placement: to provide detailed information so that an Individualized Education Program (IEP) may be developed and appropriate decisions may be made about the child's educational placement;
4) instructional planning: to develop and plan instruction appropriate to the child's special needs; and
5) evaluation: to evaluate student progress. (Berdine & Meyer, 1987, p. 5)
http://www.ldonline.org/ld_indepth/assessment/assess-nichcy.html

Accountability for the Results of Educating Students with Disabilities:

Assessment Conference Report on the New Assessment Provisions of
the 1997 Amendments to the Individuals with Disabilities Education Act
http://www.coled.umn.edu/nceo/OnlinePubs/awgfinal.html