Policy – Category 5000 (Students)
BP 5002 – Evaluation and Assessment
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 IDEA 97 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 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 DMSELPA 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.
7.0
Emotionally Disturbed
Definition
Title 5 of the California Code of Regulations § 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.
BP 5002 – Evaluation and Assessment
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Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 02/14)
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