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 measure IQ and their construct validity is partially or fully determined through correlations with other IQ tests. A supplement to these Charter SELPA guidelines will address information regarding assessment for intelligence of African-American children as it becomes available. See Appendix A for an opinion letter regarding the propriety of administering IQ tests to African-American students. 14. In conducting an assessment, the Charter LEA must use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child including information provided by the parent that may assist in determining whether the child is a child with a disability and the content of the child’s IEP, including information related to enabling the child to be involved in and progress in the general curriculum. 15. English Learners (ELs)
California Education Code § 56320(b) . Tests and other assessment materials meet all of the following requirements: (1) are provided and administered in the language and form most likely to yield accurate information on what the pupil knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administer as required by Section 1414(b)(3)(A)(ii) of Title 20 of the United States Code. Title 5 of the California Code of Regulations § 3001(q) . “Primary Language” means the language other than English, or other mode of
Chapter 2 – Assessment and Evaluation, Charter SELPA
Page 7
As of 11/18/2016
Made with FlippingBook - professional solution for displaying marketing and sales documents online