Policy – Category 5000 (Students) BP 5002 – Assessment and Evaluation
12. Assessments must include information related to enabling the child to be involved in and progress in the general curriculum. 13. Charter LEAs must ensure that Intelligence Quotient (IQ) tests are not administered to African American children. Alternative assessments to IQ tests will be used to obtain information about these students’ cognitive development. Under the Larry P. v. Riles decision of 1979, assessment of intelligence of African American children referred for special education is not allowed. Additionally, there is no criterion or a process for selecting acceptable instruments. According to the California Department of Education (CDE), Special Education Division, African American students cannot be assured that decisions about their eligibility for special education will be based on technically or educationally adequate instruments. To provide equal treatment and effective educational decisions for African American children in special education, according to a presentation to the Advisory Committee on Special Education, November 20, 1998: The California Association of School Psychologists (CASP) in cooperation with the Special Education Division of the California Department of Education asks the Advisory Commission on Special Education to participate in establishing criteria and a committee to select acceptable tests or procedures. The assessment of intelligence for special education was reaffirmed in the Individuals with Disabilities Education Act (IDEA) 1997 and continues to be required under California education regulations. Intelligence is assessed for education as identification and documentation of an educational disability as required for special education services. However, identification of all educational disabilities does not require the assessment of intelligence, and several of the educational disabilities include the term intellectual disability or a synonym of the concept. Terms of general or specific intellectual abilities are found as special education service requirements for specific learning disability, intellectual disability, emotional disturbance, and traumatic brain injury. Implications for California Speech Language Pathologists – Toya Wyatt Article Although the original ruling applies to the use of standardized IQ tests with African American children, many standardized speech and language tests also fall under the Larry P. mandate. This is because they directly or indirectly purport to
BP 5002 – Assessment and Evaluation
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Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 11/16)
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