intelligence, and several of the educational disabilities include the term intellectual ability 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 SELPA guidelines will address information regarding assessment for intelligence of African-American students as it becomes available.
See Appendix A for an opinion letter regarding the propriety of administering IQ tests to African- American students.
Section F – Emotionally Disturbed
Definition
5 C.C.R. 3030(i) . Because of a serious emotional disturbance, a pupil exhibits one or more of the following characteristics over a long period of time and to a marked degree, which adversely affect educational performance:
(1) An inability to learn which cannot be explained by intellectual, sensory, or health factors. (2) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (3) Inappropriate types of behavior or feelings under normal circumstances exhibited in several situations.
(4) A general pervasive mood of unhappiness or depression.
(5) A tendency to develop physical symptoms or fears associated with personal or school problems.
Students with emotional disturbance are assessed in the same way that non-disabled students are assessed. Assessment options include: state and LEA selected assessments, other norm-referenced tests, curriculum-based assessments, and alternative assessments. If modifications or accommodations are needed for classroom work, then those modifications or accommodations are recorded on the IEP and are appropriate for evaluation or assessment processes. If behavior is unpredictable, alternative assessment can be determined by the IEP team and documented on the IEP.
Chapter 2 – Evaluation and Assessment, Desert/Mountain SELPA
Page 9
As of 02/07/2014 Board Approved
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